Analiză comparativă a manualelor de limba și literatura română pentru clasele a III-a și a IV-a, în România și Republica Moldova, cu privire la existența unor conținuturi care vizează formarea imaginii de sine a elevilor în procesul receptării textului literar

Abstract

The contents of the learning, elaborated in any context of the educational process evolve in relation to the historically affirmed paradigm that fixes their position in the specific dynamics of each promoted design model. Through reading, the student has access to a new, challenging, stimulating world. Even if the reading is not specific to a certain age, it begins in the primary cycle of education and must be continuous. Given the fact that self-knowledge is an individual cognitive, affective and motivational process, it supports strong environmental influences, so reading must be continuous and reading must be educated, being an active component of education.