Abstract
The subject of this study is derived from three basic research questions: to what extent and how does the didactics of literary education use narratological concepts, how can the use of these concepts be beneficial, is there a narratological theory for teachers that is accessible on the one hand and well-founded on the other? This study has four main goals, which correspond to the four main chapters:
1) to formulate starting points in the context of current principles of literary education in relation to the benefits of using narratology in literary education at junior high school,
2) to reflect the textbook How to understand literary narrative? by Jiří Hrabal and its benefits for literary education at the level of conception, goals and methods,
3) evaluate and summarize the current reflections on narratology in literary education and didactics of literature,
4) summarize the conclusions and formulate partial challenges of narratological research for current literary education. The conclusions are discussed and summarized in more detail in the final chapter, but it is possible to say briefly that narratology has prevailed in the current constitution of didactics of literature in a fundamental way (in various forms and especially in connection with creative approaches). Narratology offers literary education concepts that can develop reading literacy, understand texts more deeply, and that have an overlap beyond the context of literature. At the same time, the field of narratology challenges for literary education is still quite wide.