CULTUROGICAL BASES OF THE OF SCHOOL LITERARY EDUCATION CONTENT: METHODOLOGICAL APPROACHES RESEARCH

Introduction. The discourse on the culturological bases of the school literary education content in the historical and pedagogical context, in accordance with chronological limit of the study (late XX–early XXI century), assumes using the complex of methodological approaches, that most adequately match the issues of the historical and pedagogical study and allow to interpret this extensive phenomenon in the whole. Purpose is to identify and present appropriate methodological approaches to justify the culturological bases of the school literary education content in the historical and pedagogical context (late XX–early XXI century). Methods. During the study, we used the following research methods: analytical - to carry out a comparative analysis of the psychological and pedagogical, methodological works, state educational documents, curricula and school textbooks, studying the scientific and pedagogical experience in order to identify the main methodological approaches to solving this issue in a science and practice; systematization - to formulate the study conclusions. Results. The discourse on the culturological bases of the school literary education content in the historical and pedagogical context assumes using the most appropriate methodological approaches for the solving the issues of the study in a complex. Focusing on the subject of the study, the expediency of using the following methodological approaches is determined and proved: system-chronological, civilizational, historiographical, historical-genetic, paradigmatic, axiological, personal-activity, anthropological, acmeological, synergetic, culturological, competence, comparative, retrospective, territorial, hermeneutic, phenomenological, etc. Originality. The author emphasizes that studying the culturological bases of school literary education having analyzed efficient methodological approaches is carried out on the basis of systematic analysis of normative documents, educational and methodical literature, and numerous sources in which information on genesis of school literary education from the standpoint of the culturological approach is presented. Conclusion. The use of these methodological approaches makes it possible to study the genesis of key theoretical and methodological achievements of researchers on this issue, contributes to their effective use for the development of modern theory and practice of teaching literature on the culturological basis.