A short critical analysis of curricular paradigms involved in teaching the mother tongue
A short critical analysis of curricular paradigms involved in teaching the mother tongue

Summary/Abstract: Over the past decades, the pedagogy of competences has become the main direction of research and design of the didacticapproach in the European space. This direction places the entirety of the educational process under the sign of the directconnection between school, education and life experience. Against this background, Sigmund Ongstad, in his work,Research on Mother Tongue Education in a Comparative International Perspective, puts into circulation and explains theconcept of curricular paradigm, which is taken up in the didactics of mother tongue in our country in order to delimit thehistorical stages of certain specific curricular visions, as well as their characteristics. Thus, it is possible to speak of fourparadigms or curricular models: the cultural or historical model, the linguistic or aesthetic model, the social model andthe model of the orientation towards the reader or the personal development. The cultural model aims at forming thenational consciousness, the feeling of patriotism; it is centred on the teacher, it favours the dogmatic and the socraticmethods, the teacher being the expert in transmitting information ex-chatedra. The social model favors the same methods:it is centred on the teacher and the student, but it aims at subsuming the literature of ideological goals. The aesthetic orlinguistic model, also centred on the teacher and student, regards literature as an autonomous universe; within this model,the contents of learning are the structuralist instruments for deconstructing the text. The personal development modelshifts the focus to the student, favours the active-participative methods and privileges the reflection on the set of valuesproposed by the world of text, but also the interpretation of the relationship between the world represented by the textand the world of the reader.

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