Teaching Literature in High Schools: Models, Approaches and Traditions

Abstract

This article presents a review of the bibliography on the teaching of literature in high schools in the ambit of English and Spanish speakers – a field of investigation barely explored in Latin America. It draws on 56 articles in English and Spanish, published between 2010 and 2021, about the abovementioned subject, which are classified in accordance with their respective methodology, epistemology and contents. Among other findings, it notes the influences of theories of literary analysis in the teaching of the discipline and a questioning of the models, the curriculum and the corpus. Based on a critical and socio-cultural approach, it proposes that such teaching should take into account the interests, conflicts and tensions of the young readers of today.