"כיכר מגן דוד" – מקום של הפקרות על הוראת הסיפור "אח קטן" מאת רונית מטלון מתוך תכנית הלימודים בספרות

The starting point of the article states that since the texts studied at school are relevant to the pupils’ lives and are studied via a method of openness and discussion, they continue to accompany them throughout their lives. This being the case, the choice of texts and the manner in which they are taught are cardinal and should be significant to society as a whole. In order for the teaching of literature to be meaningful to the .pupils, it must be directed toward the creation of political awareness Ronit Matalon's story, "Little Brother" (1992), was selected to be taught as a targeted story" as of 2014. The practical significance of this decision is the" teaching of the story to every pupil in the State of Israel over a period of two academic years – 2014 and 2015. This story is particularly appropriate for the development of the pupils’ political awareness because of the political event it conceals: the killing of the citizen by a police officer while attempting to prevent the destruction of his home. Teaching this story in secondary-school classes will reveal this political event to Israel’s future citizens by removing the veil of .forgetfulness and the concealment that cover it My way of dealing with this story resembles a lens that focuses on the manner in which literary texts should be dealt with in the schools. I propose discussing toward ״responsibility״ and ״ethics״ the story by emphasizing the political concepts in the same manner as philosopher Emmanuel Levinas did. Moreover, I ״other״ the discuss various topics arising from the story as well as how the way in which they are treated matches the characteristics of Oriental literature. Later on, I shall deal with the central political event, which is deliberately concealed at the end of the .story, and with its literary, political, and ethical meanings