Required Reading in Croatian Primary Schools

Lektira je trn u oku svakome školarcu. Mijenjala se kroz povijest, ali je uvijek predstavljala određen problem. Zbog toga su sastavljeni nastavni planovi, kurikulumi i zakoni, koji usmjeravaju (ili ograničavaju). Ovaj rad koncentriran je na dijete, njegovu percepciju, njegovo shvaćanje i tumačenje lektire. Osim toga, rad se bavi istraživanjima, propisima, ali i tematski obrađuje i uspoređuje određena lektirna djela. U radu se spominju mnogi teoretičari, ali i vrhunski književnici koji su na svoj način doprinijeli proučavanju lektire. Rad se još dotiče i nerijetkoga nemara za dječje mišljenje. Ako smatramo da je riječ život, onda je upravo lektira ključ komunikacije.Assigned reading is a thorn in any pupil's side. It has changed throughout history, but it has always posed a certain problem. Because of this, various laws, syllabi and curricula have been conceived in order to manage (or limit) reading lists. This paper focuses on children, their perception, their understanding and their interpretation of assigned reading. Furthermore, this paper deals with various research and regulations, as well as with the analysis and comparison of certain works included on the school curriculum. Various theoreticians and writers are mentioned, all of whom contributed to the study of assigned reading. This paper is also concerned with the frequent disregard for a child’s personal opinion. If the word is life, then reading must be a key to communication