This article analyzes  the  pedagogical-didactic model  for the  teaching  of Literature in Middle School in the Salvadoran Educational system. This is part of a larger work towards  a PhD project. The main goal of this project is to characterize the historical process in the construction of this model through a critical analysis of canonization sources. The findings suggest that the teaching of Literature  is performed  based  on  a historicist,  pro-European,  male-based  approach.  Among the consequences of this type of education are progressive  invisibility of women  writers and the marginal status of the Salvadoran literature, despite the reformist discourse that postulates gender equality and strengthening of the  national  identity  as central  policies in the  current  educational project.

Literary reading; school literary canon; canon formation; sources of canonization