doktorska disertacija
Sabina Višček (Author), Tomaž Petek (Mentor)

Abstract

Doktorska disertacija Problemskost in tabuizacija književnosti pri pouku slovenščine se v teoretičnem delu osredinja na različne definicije problemskosti in tabuizacije. Problemskost opredeljuje kot vsebinsko prvino, ki kaže na stisko književne osebe in je povezana s temami, ki so v mladinski književnosti redke. Ob tem se naveže na književno tujost in medkulturnost, posebej poudarja pomen otroškega zornega kota, sklene pa se z razmejitvijo problemskosti z vidika vsebine in tabujskosti kot kontekstualne oznake za mladinsko besedilo. Problemskost besedila lahko izhaja tudi iz književnega jezika, zato samostojno podpoglavje analizira vlogo kletvic in žaljivk v mladinskem besedilu. Problemska vsebina in jezik lahko pripeljeta do tabuizacije, ki je posledica kritičnih odzivov bralcev na vsebino besedila, tudi če ta ni problemska, a jo bralci obravnavajo kot tabu. Konstrukcija tabuja je v teoretičnem delu pojasnjena z navezavo na sociološke opredelitve tega pojma, avtopoetike slovenskih mladinskih ustvarjalcev ter ob odzivih medijev, staršev, učiteljev in učencev na problemska besedila. Samostojno poglavje tvorijo analize problemskih slikanic, ki so primerne za učence prvega vzgojno-izobraževalnega obdobja osnovne šole; pri tem je poudarjen tudi vzgojni kontekst obravnave problemskih tem. Predstavljene so slovenske in v slovenščino prevedene problemske oz. tabujske slikanice, analiziran je besedni in likovni del slikanice, nato pa so v dveh podpoglavjih prikazane še osrednje problemske teme in problemska besedila v reviji Ciciban po letu 2000. Teoretični del skleneta pregled osrednjih značilnosti komunikacijskega pouka književnosti in primerjava slovenskega učnega načrta z nekaterimi tujimi. V empiričnem delu doktorska disertacija na podlagi akcijske raziskave, ki izhaja iz izkušenj učencev, povezanih s problemskimi temami, analiz učnih ur in iz odzivov tretješolcev, prikaže možnosti za šolsko interpretacijo treh problemskih slikanic; temeljna ugotovitev tega dela je, da problemska slikanica mladega bralca nagovarja predvsem s prepričljivo povezavo književne osebe, s katero se lahko identificira, ter z zanimivo temo, ki mu je izkustveno blizu in jo lahko vrednotenjsko poveže z zunajliterarno stvarnostjo. Disertacija se sklene s predlogom petih korakov specialnodidaktičnega modela za obravnavo problemskih oz. tabujskih slikanic, ki služi kot priporočena pot za pristop k problemskim vsebinam glede na različnost kurikularnih bralcev.

Keywords

mladinska književnost;problemske teme;tabuji;problemska slikanica;pouk književnosti;

Data

Language: Slovenian
Year of publishing:
Typology: 2.08 - Doctoral Dissertation
Organization: UL PEF - Faculty of Education
Publisher: [S. Višček]
UDC: 373.32.016:82(043.2)
COBISS: 193692675 Link will open in a new window
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Other data

Secondary language: English
Secondary title: Problems and taboos in literature in the Slovene language instruction
Secondary abstract: The theoretical part of the dissertation titled Problem-based and Taboo Literary Topics in Slovenian Language Teaching explores various definitions of literary problems and taboo topics. It delves into problem-based themes as elements of literary content, indicating the challenges faced by literary characters and relating to subjects seldom found in children's literature. The dissertation references literary foreignness and multiculturalism, underscores the importance of the child's perspective, and concludes by outlining problem-based literature in terms of content. It also explores taboo as a contextual marker in children's texts. Additionally, the text analyses the role of swearing and profanity in children's literature, recognizing that problem-based content and language can give rise to taboos. The construction of taboos is explained in the theoretical part, drawing on sociological definitions, auto-poetics of Slovenian children's authors, and reactions from the media, parents, teachers, and students to problem-based texts. Taboos can emerge even if the content is not inherently problem-based but is treated as such by readers due to their critical reactions. A separate chapter is dedicated to the analysis of problem-based picture books suitable for pupils in the first educational period of primary school, with an emphasis on the educational context of the problem themes. The chapter presents Slovenian and translated problem-based or taboo picture books, analyses both the verbal and visual components of the picture books, and subsequently introduces the main problem themes and problem-based texts in the Ciciban magazine after 2000 in two subsections. The theoretical part concludes with an overview of the main features of communicative literature teaching and a comparison of the Slovenian curriculum with some foreign curricula. In the empirical part, the dissertation utilizes action research based on pupils' experiences with problem themes, analyses of lessons, and responses from third-grade pupils to demonstrate the possibilities of interpreting three problem-based picture books in the classroom. The main finding of this section is that problem picture books appeal to young readers primarily through a compelling combination of a literary character with whom they can identify and an interesting theme close to their own experiences that can be evaluated in relation to reality. The dissertation concludes by proposing a five-step didactic model for interpreting problem-based or taboo picture books in the classroom. This model serves as a recommended approach to addressing problem content in accordance with the diversity of curricular readers.
Secondary keywords: children's literature;problem-based topic's;taboos;problem-based picture book;literature teaching;Osnovnošolsko učenje in poučevanje;Mladinska književnost;Tabuji;Univerzitetna in visokošolska dela;
Type (COBISS): Doctoral dissertation
Study programme: 0
Thesis comment: Univ. v Ljubljani, Pedagoška fak.
Pages: 1 spletni vir (1 datoteka PDF (266 str.))
ID: 23511217