Szkolna klasyka – o sposobach projektowania dialogu z dorobkiem przeszłości w podstawie programowej i podręcznikach licealnych

The text focuses on the question of interpreting literary works in high school. The analysis comprises two parts: the interpretation directives themselves (the obligatory/optional nature of canon, analytical procedures, the scope of historical and cultural information) based on the documents from the Ministry of Education (the curricula of the years 2002, 2008, 2018), as well as the influence of these directives on educational practices, especially on methods of designing interpretative space around texts which are considered important for shaping national identity. The analysis of selected textbook examples supplements the review of the above‑mentioned curricula.