Year of Graduation
Realization of the Symbolic Policy in Teaching Literature in Secondary Schools in the USSR and Russia
In this paper the comparative analysis of the implementation of symbolic policy in the teaching of literature in secondary schools in the USSR in the period of 1960-1980s and modern Russia will be carried out. For the development of a material basis for comparison an analysis of normative documents, in which symbolic policy is setting, will be conducted, herewith methodological materials and journals for teachers of literature, in which legislative recommendations are brought to the operational level, will be conducted too. The study will reveal that key works, interpretations of works, the main subjects of the literature course, the circle of compulsory authors and the subject of graduate literature are used as the main tools of the symbolic policy in the literature teaching in the secondary school. Using this comparison, it will be established that both periods have similarities in basic skills and abilities that they try to impart to students. In the Soviet period the following features stand out: clear ideological tasks, emphasis on inculcating love for work, preparing for a further work path, the importance of preparing students for scientific and cultural activities; the number of permissible authors of works in the USSR was almost half of the present amount. As for the present time, here we can see a focus on traditional values, morality, family way of life, the theme of love, it is emphatically emphasized the need for continuity; much attention is paid to religious topics; there is a significant reduction in the number of works for compulsory reading by schoolchildren; there is a sharp increase in the number of foreign writers in school curricula. On the basis of this study it can be concluded that the state will conduct educative programs, which are convenient for itself, through education in any case, even if formally it does not have a clear and structured ideology.