LITERATURĂ – LECTURĂ – TEXT: RECEPTARE, PROCESE ȘI TIPOLOGII ÎN NOUL CURRICULUM PENTRU LIMBA ȘI LITERATURA ROMÂNĂ ÎN CICLUL PRIMAR
LITERATURE – READING – TEXT: RECEPTION, PROCESSES, AND TYPOLOGIES IN THE NEW ROMANIAN LANGUAGE AND LITERATURE CURRICULUM FOR PRIMARY SCHOOL

Summary/Abstract: Literature – reading – text: reception, literary reading processes and typologies in the native language new curriculum for the primary school. This research analyzes the status and the reception of the literature for the elementary school course, the literary reading processes and the text typologies in the native language new curriculum for the primary school. The study of the proposed contents begins with the premises offered by The Common European Frameworks of Reference for the study of literature in the primary school (LiFT and PIRLS), corresponding to the innovative dimensions and perspectives of the new curriculum approach: the conceptual dimension, the curricular and didactic dimension, the textual-thematic and functional-discursive dimension, the inter- and cross-disciplinary dimensions. In this sense, our curricular and didactic analysis follow the reception of the literature and the literary reading processes and the text typologies that represent the basis able to support the innovative didactic practices and stimulate differential application and creativity in the didactic process through which the reading competence is improved. The conclusions of this approach emphasizes, in a broad sense, the necessity to synchronize with the international practices that proved their relevancy in the field of reading skills development and, in the strict sense, underlines the necessity to adapt the activities of the reading methodology in the native language to the present tendencies in the modern didactics.

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