In this master thesis we are trying to analyse the occurrence and manifestation of peer violence in Slovene primary schools, how students and teachers deal with it (specifically teachers of Slovene language), and what role can Slovene language lessons have when it comes to preventing peer violence among the young people. We also analysed the effects of taboo literature on the development of empathy in students in the last trimester of primary schools. The introduction is where we present the concept of peer violence, different types and forms of violence, measures taken when violent behaviour is detected, the frequency of this problem, and the causes for violent acts. We continue by connecting the problem of peer violence with the Slovene language lessons and with the possibilities of increasing violence awareness and developing the abilities for constructive practices when performing syllabus based lessons in Slovene language. We focus on encouraging empathy through literature, ethics, and literature lessons, taboo literature in schools, and the reactions of parents and experts to such literature. This master thesis is composed of three empirical parts – in the first empirical part, we discuss how all Slovene teachers deal with peer violence, in the second empirical part we focus on the teachers of Slovene language and their view on students' violent behaviour in connection to Slovene language lessons, the third empirical part presents the students and their relationship to peer violence, which includes their attitude to Slovene language lessons and the indirect possibilities of preventing violent behaviour through them. In the final applied part of the master thesis, we try to list the actual suggestions for classroom work. The closing part is where we summarise the conclusions and give an overview of the hypotheses from the introduction.
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