JORGE LUIS BORGES – THE HERMENEUTIC CHALLENGE OF TEACHING LITERATURE

Abstract

The purpose of this paper is to point out the situation of Jorge Luis Borges’ work in teaching, both within the current textbook literature as a primary teaching aid and in the legally prescribed curriculum for high schools, and to critically review the selection from this writer’s work, as well as to make proposals that would improve the teaching of Borges’ prose. In addition, the paper will show the connection between the complexity of the work of this writer and the reading competencies of pupils. Finally, the aim of this paper is not to deny the selection of works from corpus H. L. Borges in the curriculum, but to point out other titles of this Argentine writer which should be incorporated into the teaching process in order to have a more comprehensive understanding of Borges’ poetics.