SCHOOL LITERARY EDUCATION IN UKRAINE IN THE PERIOD OF REFORMS (2010–2016)

Abstract

The article analyzes the genesis and specific features of the reform of school literary education in Ukraine in 2010-2016 as a complex and internally contradictory stage in the development of the educational system. The aim of the study is to identify the main regulatory, content-related, and methodological changes in the teaching of Ukrainian and world literature during this period, as well as to determine their impact on the formation of the school literary canon, didactic approaches, and the professional activity of literature teachers. The methodological framework is based on the analysis of regulatory and legal documents, curricula, and methodological guidelines issued by the Ministry of Education and Science of Ukraine, as well as on a synthesis of findings from scholarly research in the field of literature teaching methodology.
The article substantiates the expediency of an internal periodization of the 2010-2016 reforms, distinguishing two subperiods with different orientations: 2010-2013, marked by content and structural adjustments to curricula under conditions of increased ideological influence, and 2014-2016, characterized by curriculum revision, partial de-ideologization, and a reduction of curricular overload. Using specific examples of curricular changes, the study demonstrates transformations in the selection of literary texts, changes in the status of individual works, and a redistribution of emphases in the study of the classical heritage. The impact of the reforms on methodological approaches, the system of assessing students’ learning achievements, and the training of teaching staff is also analyzed.
It is argued that, in the absence of a coherent reform strategy, the period under consideration had a predominantly preparatory character in the genesis of school literary education and created the prerequisites for subsequent systemic changes that were enshrined in normative-legal acts after 2016.
The materials of the article may be used in further research on the history and theory of literary education, as well as in the training future literature teachers.