In this article it is insisted on several opinions referring to the frameobjective of receiving literature in school. The author supports the idea that for formulating the frame-objective of studying literature as a school discipline, it must be taken into consideration that excepting some other forms of human knowledge, literature is a branch of art that takes into account the expressive function of language. Forward, there is analysed the curriculum of Romanian language and literature, highlighting several gaps that contravene the concept of literary-artistic education: substituting the „literary-artistic education” syntagma by the one of the „literary-artistic culture”, weak foundation of the competence domain from am epistemological point of view, the absence from those eight domains of the esthetic-artistic competence, introducing the concept of sub-competence in the curriculum. In the conclusion, the author remarks the necessity of reviewing the curriculum, first of all from the perspective of competence typology of excluding from usage the notion of sub-competence.