Escuela y poesía latinoamericana : análisis de una relación en conflicto

Abstract

The construction of literary canon is shaped by the selection and view with which school takes a stance in the teaching of certain subjects and aesthetic movements. Highschool textbooks and syllabuses affect the representations of the addressed subjects conditioning students’ interests of literature, authors, historical periods and genres. The aim of this paper is to analyse the rol that poetry, in general, and Latin American modernism and postmodernism, in particular, take up in textbooks for Buenos Aires high school Literature. In order to complete this study a corpus of textbooks was selected considering the level of circulation of publishing houses since the reformation of the syllabus in 2010 (Santillana, Estrada, Mandioca, Kapelusz y Longseller). Its historically decontextualized study, the privilege of purely formal notions, and the extreme importance given to the notion of cosmovisión lead to a reduction of the lyric text to a closed genre that is able to dialogue with other literary texts only from a thematic level and cannot be identified inside specific poetics.