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The teaching of literature, whether at secondary or university
level, has always provoked the recurrent, and controversial,
question: "What is it good for, really?"Â Well-worn debates
about the autonomy of literature vs. its social function, its
usefulness or uselessness, suggest the ethical and political
dilemmas that teachers and institutions face when teaching literary
texts. Thinking about the aims of literary pedagogy implies a
reflection on which texts and literary genres should be taught, how
to differentiate between teaching in the original or in
translation, which pedagogical approaches should be employed, and
how established canons can be critically revised in the light of
ongoing debates regarding decolonization, gender equality, and
environmentalism, among others. These questions are especially
pertinent with regard to literatures in Portuguese, given
Portugal's historical role as a colonizing power.
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