| Abstract [eng] |
Lithuanian language and literature lessons aim not only to teach knowledge, but also to develop values. In the context of secondary education, this is done through the analysis of literature. However, the question arises as to what values emerge from the analysis of texts, especially when not all texts reflect the reality of today. Reading the works also opens up possibilities of interpretation that are not always tolerated in the classroom in preparation for an examination. The understanding of works is conditioned by the perception of the world determined by the mother tongue (since literature is a type of oral art), by the individual's attitude to the message of the text, which is always meaningful, by its context. And the understanding of values and the need for values is quite different today than it was in the past, so the analysis of literature is done from a contemporary perspective. There is a trivial relationship between the teacher, the pupil and the work of literature, because the work of literature implies its own message, it is a reflection of a certain historical and value context, the pupil comes with his own understanding and values, the teacher represents the curriculum, and also chooses what to emphasise to the pupils, based on the thoughts of literary experts. The study revealed the students' attitudes towards the literary works they read, the values the works convey and the teachers. It also shows that pupils have different understandings and interpretations of the texts. However, they recognise the messages of the works, but they do not always find them relevant. Learners would like to be listened to in the design of the programme, as reading some of the programme's literature sometimes seems to make no sense because it does not connect with their understanding of the world. |
