The successive educational reforms initiated with the LOGSE have reduced to a residual role, when for years it was key in the formation of cultivated readers among the first generations of democracy. In ESO, literary contents have been subordinated to the teaching of the language, which implies a surface and fragmented treatment, adjusted to the diversity of students, but unable to generate solid readers. In the two courses of, the four hours of Spanish language and literature become the multilingual autonomous communities in two three -hour common subjects. In Catalonia this restriction is taken to the extreme: just two hours per week for each official language, which has limited programs to the linguistic part, more and more technical, while literary consists of learning a series of rudiments on literary genres, topics and rhetoric. The traditional readings have disappeared on which theoretical knowledge could be screened. Catalan and Castilian literature survive as matters of modality in the humanistic branch, but their choice is voluntary and sometimes they are forced to compete with each other. Many institutes do not even offer them in person, with the alternative of studying them online in the Institut Obert of Catalunya (IOC). It can happen, in short, that a Catalan humanist bachelorus does not know Cervantes or Ausiàs March.
To this critical panorama is added a continued decrease of philological vocations and with it of specialist teachers. Many current teachers are graduated from other disciplines, who access teaching after studying a pedagogical master with few specific content in language and literature. The result? Classrooms less provided with teachers capable of transmitting literary wealth and forming critical readers, with extendable damages to the editorial world and quality literature.
In the short term, threatens the situation even more. The two literatures could remain as optional subjects of 1st Baccalaureate, outside the PAU, an assumption that the Department of Professional Education and Training maintains in a momentary suspense and without clear intention to reverse the already critical panorama. This follows from the response of the General Sub -Directorate of Curriculum Planning to the statement that the Pau Coordination Teams of both subjects recently direct the Minister Esther Niubó to request solutions.
The consequence is devastating: a generation of students that grows oblivious to their literary heritage. Literature, without weight or dignity in the education system, is on its way to becoming a luxury for a few, still chosen by some vocational or discovered self -taught by the most awake. : Our students have the right to enjoy the great works and learn to understand the world with them armed with sensitivity and critical thinking.
