Teaching literature as a relational practice

Abstract

The contribution emphasizes the importance of the humanistic and dialogic dimension in literary teaching. Teaching that aims to be effective can only happen in relationships. This is particularly true for a discipline such as literature, which by its very nature is inclined to establish relationships: between the reader (the learner) on the one hand and his inner world and the collective dimension (historical, social, civil, etc. ) on the other, but also, in the school experience, between teacher and students in the classroom as an "interpreting community".