| Opomba: | ABSTRACT: In contemporary Europe–that is, Europe without borders–no matter how much effort has been invested in removing the physical (border) barriers between neighboring countries, at the educational level, especially its literary and artistic segment, »borders« still exist in rigid teaching curricula. This research provides an overview of the representation of Slovenian literature in the curriculum for the subject Croatian language for elementary schools and high schools in Croatia. The findings indicate a need for greater representation of Slovenian (as a neighboring) literature in the Croatian school system (especially considering the border area). The main reason for this is the qualification of teachers of Croatian during their college education to deal with topics in Slovenian literature. Methodical models intended for primary and secondary school teachers are one of the possibilities for better inclusion of Slovenian literature in teaching. This research provides an example of a methodical model in which Slovenian literature is approached from an integration-correlation aspect, which allows students to access these works more easily. Such models should offer teachers of Croatian easier and more complete insight into opportunities to incorporate neighboring literature into teaching literature, thereby creating more complete central European literary and artistic coverage and more literarily competent students. / KEYWORDS: Slovenian literature, teaching approach, Croatian school system, curriculum, Croatin classes |
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