Title
Kontekstualizacije obrazovnih sadržaja narodne književnosti
Creator
Saračević, Emina, 1995-
CONOR:
31298919
Copyright date
2025
Object Links
Select license
Autorstvo-Nekomercijalno-Bez prerade 3.0 Srbija (CC BY-NC-ND 3.0)
License description
Dozvoljavate samo preuzimanje i distribuciju dela, ako/dok se pravilno naznačava ime autora, bez ikakvih promena dela i bez prava komercijalnog korišćenja dela. Ova licenca je najstroža CC licenca. Osnovni opis Licence: http://creativecommons.org/licenses/by-nc-nd/3.0/rs/deed.sr_LATN. Sadržaj ugovora u celini: http://creativecommons.org/licenses/by-nc-nd/3.0/rs/legalcode.sr-Latn
Language
Serbian
Cobiss-ID
Theses Type
Doktorska disertacija
description
Datum odbrane: 9.3.2026.
Other responsibilities
University
Univerzitet u Nišu
Faculty
Filozofski fakultet
Group
Departman za srpsku i komparativnu književnost
Alternative title
Contextualization of the educational content in oral literature
Publisher
[E. Z. Saračević]
Format
204 listova
description
Biografija autora: str. 175.
Bibliografija: listovi 158-174.
description
Serbian and comparative literature
Abstract (en)
This dissertation explores the position and role of folk literature
within educational cycles, curricula, and syllabi in primary and
secondary schools, as well as in the teaching of Serbian as a nonnative
language. Although folk literature, as the oldest form of
literary expression, constitutes a vital part of our cultural identity, its
presence in education remains disproportionate to its cultural
significance. The study emphasises the pedagogical potential of
folklore material and the importance of its contextualisation in
contemporary education.
The research examines the representation of folk literature in
textbooks approved by the Ministry of Education across all three
educational cycles, as well as its role in teaching Serbian as a foreign
language. In addition, it analyses records of folk literature in
different cultural and historical contexts, from Vuk’s collections to
ethnographic and ethnomusicological sources from the nineteenth to
the twenty-first century, to demonstrate their relevance for the
formation of teaching content.
Methodologically, the dissertation combines historical and
comparative approaches with an interdisciplinary perspective,
drawing on folklore studies, ethnology, literary theory, and
pedagogy. Special attention is given to the interplay between textual
and extratextual elements, as well as to the multilayered character of
the folklore corpus, which encompasses polytheistic and
monotheistic concepts, archetypal structures, collective patterns, and
syncretic forms.
The findings underscore the need for a more comprehensive and
systematic approach to folk literature in education, highlighting the
value of understanding it in both authentic and adapted contexts.
Conceived as a dynamic and living cultural phenomenon, folk
literature has the potential to foster critical thinking, cultural
awareness, and identity formation among students in the modern
educational system.
Authors Key words
narodna književnost, obrazovni sadržaji, folklor
Authors Key words
folk literature, educational content, folklore
Classification
371.3:[821.163.41:398(043.3)
Subject
H 400
Type
Tekst
Abstract (en)
This dissertation explores the position and role of folk literature
within educational cycles, curricula, and syllabi in primary and
secondary schools, as well as in the teaching of Serbian as a nonnative
language. Although folk literature, as the oldest form of
literary expression, constitutes a vital part of our cultural identity, its
presence in education remains disproportionate to its cultural
significance. The study emphasises the pedagogical potential of
folklore material and the importance of its contextualisation in
contemporary education.
The research examines the representation of folk literature in
textbooks approved by the Ministry of Education across all three
educational cycles, as well as its role in teaching Serbian as a foreign
language. In addition, it analyses records of folk literature in
different cultural and historical contexts, from Vuk’s collections to
ethnographic and ethnomusicological sources from the nineteenth to
the twenty-first century, to demonstrate their relevance for the
formation of teaching content.
Methodologically, the dissertation combines historical and
comparative approaches with an interdisciplinary perspective,
drawing on folklore studies, ethnology, literary theory, and
pedagogy. Special attention is given to the interplay between textual
and extratextual elements, as well as to the multilayered character of
the folklore corpus, which encompasses polytheistic and
monotheistic concepts, archetypal structures, collective patterns, and
syncretic forms.
The findings underscore the need for a more comprehensive and
systematic approach to folk literature in education, highlighting the
value of understanding it in both authentic and adapted contexts.
Conceived as a dynamic and living cultural phenomenon, folk
literature has the potential to foster critical thinking, cultural
awareness, and identity formation among students in the modern
educational system.
“Data exchange” service offers individual users metadata transfer in several different formats. Citation formats are offered for transfers in texts as for the transfer into internet pages. Citation formats include permanent links that guarantee access to cited sources. For use are commonly structured metadata schemes : Dublin Core xml and ETUB-MS xml, local adaptation of international ETD-MS scheme intended for use in academic documents.
