This article examines the extent of incorporation, association and exploitation
of Literary Theory and, in particular, the theories focusing on the decoding of
narrative mechanisms (narratology) in the teaching of literature both in secondary
education and also in creative-writing adult workshops. These spaces are seen as
two distinct spaces of knowledge, which, however, function complimentarily in
the effort of pupils and adult students to familiarise themselves with the literary
code, theoretically and practically. This study emphasises the importance of
narratology as a useful methodological and interpretive instrument, which
does not approach the literary text formalistically but constitutes a semantic
indicator of the structure and language of the aesthetic discourse of the literary
work and can function as a means of enhancing creativity and experimentation,
both in the classroom and in the creative-writing workshops. Consequently,
this article gives answers to the reasons why narratology is indispensable for
approaching literary works, while, at the same time, it proposes a redefinition
of teachers' attitudes towards it, since narratology can aid in the cultivation of
creative expression.