| Abstract |
The aim of the dissertation is to explore art teaching in the Curricula of primary education in Greece through the pedagogical uses of poetry. The research approach applied is Content Analysis. Specifically, the analysis, historical and comparative, of the poetic content in the readers and catenae was conducted covering the period of Dictatorship (1967-1974), the transitional period after the fall of the military junta to the 1974 legislative elections (Metapolitefsi) up to the latter day. In context of the present endeavor, a continuous effort is being made to investigate the relationship between literature and education based on the literature autonomy theory and on the consequent possibility of its involvement in the educational process. Considering the above, it has been noted that the influence of literature in education is of minimal importance. This heteronomy is proven by the connection between artistic methods of learning, that is, whether literature itself is treated as language or as something beyond it. The asymmetrical connections between art and pedagogy are also explored via the influence of Cultural Studies primarily being focused on the pedagogical value of Literature and its didactics. It must be pointed here, that further mention is given to the problematics of literature courses even if literary teaching holds an important place in the Curriculum. The existence of literature and poetry in the Curricula of Primary Education is examined as a process between linguistic and artistic/aesthetic learning whereas a confusion has become evident between linguistic and literary courses with the latter largely serving teaching goals. Thus, the submission of art to the mechanisms of linguistic ability has been proven. Additionally, it has become evident through the analysis of the thematic development of poems in the Primary School textbooks and catenae from 1967 onwards that they served as the means to forge the ideological identity of students. Coming to present day though, the thematic structures have been modernized, aiming at introducing students to new concepts. The relationship between literary teaching and language is explored through the distinct role of readers and catenae with their eventual merging being more obvious during the junta and the Metapolitefsi period. The emancipation of literary courses from linguistics still remains the main objective even though there has been a serious effort for the content of new anthologies to go hand in hand with the emergence of renewed didactic approaches. The relationship between language and literature education is direct, but if the issue is a desirable incorporation of cultural education into the educational and school reality, then it would be advisable to treat literature more in artistic and less in literary and linguistic terms. Finally, the inference of this dissertation is that the role of art education has been reduced from insignificant to non-existent, this being the result of the equation of art education and language teaching contributions to the aesthetic education of greek students.
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Η ποίηση στα αναλυτικά προγράμματα του δημοτικού
