Pledoarie pentru lectura și scrierea creativă: relevanțe metodologice

Abstract

The current educational paradigm is deeply marked by the constructivist vision, focused not so much on the transmission of knowledge as, above all, on building one’s own knowledge, as a source of personal development. Literature, as a form of knowledge, primarily has an ontological function, focused on finding the way to oneself. If, in traditional perception, literature is evaluated only from a cognitive perspective, today it is necessary to reconsider this field, by developing approaches that also evaluate the imaginative capacities of students.The question: Is there still a need for literature? raises issues of general interest. Are educational policies at issue or not? Is one page of recommendations in the roadmap for improving reading skills enough to make them happen? Is just a change of perspective in assessment subjects enough to produce noticeable changes in the approach to reading in school? Do school curricula serve to build literacy skills? Literacy - here is a term not just borrowed to be in agreement with the concerns of the educational systems of other countries, but even a real and very serious problem of Romanian education! The most appropriate definition of this term is the one from the PISA tests: „understanding, using and reflecting on written texts with the aim of developing our knowledge and potential, to become active individuals in society”.