The paper discusses the changing role in the 20th century of literary folklore and its generic form in literature classes in the eighth year of schooling. The work is based on an analysis of 14 eighth grade readers used in literature classes and 34 syllabuses defining such classes. First, a chronological overview is offered of the content of these syllabuses, and then a detailed list is provided of folklore texts in the analysed readers, together with a thematic and generic analysis. Analysis of the conceptual messages in individual readers shows the strong educational significance of folklore texts in our schools, in particular of proverbs.
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