Year: 2025
Type: article
Study design: Systematic Review
Abstract: Societal and pedagogical tensions have defined the complex and unstable historical development of literature teaching as a curricular area. To understand this volatile process, we conducted a systematic literature review to identify the sociopolitical phenomena and the theoretical-methodological trends that have characterised the history of literature teaching in the context of first-language basic education. We thus thematically analysed 33 articles (indexed in Scopus and Web of Science) developed under historical research. In this article, the analysis of the bibliometric tendencies and the results from four of the twelve categories revealed (‘content’, teaching ‘goal’, ‘literature concept’ and ‘oeuvre’ selection criteria) demonstrate that literature teaching evolves slowly due to the weight of nationalist, historiographical and instrumental baggage that characterised its genesis. Because of that, new theoretical-methodological currents have less representation than expected.
Authors: Andressa Jove Godoy, Amélia Lopes
Institution: Universidade do Porto
Language: English
Subfield: Sociology and Political Science
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4409835728