Abstract
The article focuses on the position of contemporary poetry in Polish language teaching at secondary schools. It highlights cultural contexts in lyric poetry created after 1989 from the standpoint of integrational education, by reviewing Polish language textbooks, and taking into account new tendencies in Polish poetry. The noticeable change in the poetic language is discussed in selected examples along with the filiations, and disputes with tradition, as well as problems of aesthetics. It was emphasised that contexts of literature play an important role in interpretation of poems by Marcin Świetlicki, Eugeniusz Tkaczyszyn-Dycki, Tomasz Różycki and others.
Highlights
The article focuses on the position of contemporary poetry in Polish language teaching at secondary schools
The noticeable change in the poetic language is discussed in selected examples along with the filiations, and disputes with tradition, as well as problems of aesthetics
It was emphasised that contexts of literature play an important role in interpretation of poems by Marcin Świetlicki, Eugeniusz Tkaczyszyn-Dycki, Tomasz Różycki and others
Summary
The article focuses on the position of contemporary poetry in Polish language teaching at secondary schools. Przedmiotem niniejszego szkicu jest zwrócenie szczególnej uwagi na konteksty kulturowe, w tym na estetykę (piękna lub brzydoty) w nowej poezji Marcina Świetlickiego, Eugeniusza Tkaczyszyna-Dyckiego, Tomasza Różyckiego, Tadeusza Dąbrowskiego i innych. W nowej poezji zaznaczone są tendencje lingwistyczne, w świecie przedstawionym następuje zwrot ku rzeczywistości, na ogół (poza wyjątkami, jak twórczość poetycka Wojciecha Wencla czy Szczepana Kopytka) nie jest to liryka zaangażowana.
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