Reconfigurarea învățării prin resursele formative ale textului

Abstract

The integrated approach of Romanian language and literature as a school subject is the scientific and methodological vision that governs the didactics of the discipline in the Third Millennium. The training of the reader, speaker and of the cult, knowledgeable, expert script will be done with the didactic care of the teacher to masterfully integrate the linguistic, textual and discursive dimension of communication competence. In the perspective of the identity card of the current learning process, the harmony and balance between verbal, nonverbal and paraverbal is the fundamental condition that allows the construction of the three profiles. From the point of view of the dynamic construction of learning, the school must place priority emphasis on the holistic approach and on the instrumentalist approach, which conceives the text as a means to communicate and exchange messages, but, especially, on the constructivist approach, which sees the text as an opportunity for each speaker to build meanings, to give inter/-transdisciplinary meanings to an oral or written message. We believe that a scientific and creative benchmark in the reconfiguration of textual learning is that of protext as a pedagogical phenomenon, didactic principle, didactic methodology, comprehensive function, factor for streamlining learning by extrapolating the interpretation of the text into the existential reality of the reader. Therefore, the current vision of reconfiguring learning, which the concept of linguistic and literary-artistic education must promote in the postmodern school will be focused on the idea that learning based on the formative resources of the text builds meanings, and a text does not have objective meaning, as long as each reader can construct other meanings while speaking, read, write, listen.