Literary commentary texts in Secondary Education: evolution in the methodology and role of comparative literature

Abstract

This article focusses on the study of the evolution in the analysis methodology of literary commentary texts in Secondary Education, especially focusing on the role of comparative literature and its relation with the development of the literary competence and reader’s intertext. An analysis of the presence of this teacher tool in the curriculum from the Spanish General Education Law (1970) - Ley General de Educación (1970) - to the Organic Law for the Improvement of Educational Quality (2013) - Ley Orgánica para la Mejora de la Calidad Educativa (2013)-, will be carried out together with a literary review of various manuals of literary text commenting and the models followed by different textbooks used in high school.