Bovec dialect at literature classes in the 5th grade of the Bovec elementary school

Sodobni čas in tehnologija nam omogočata, da lahko do želenih informacij in različnih virov zabave pridemo zelo hitro, saj so oddaljeni le klik stran. V preteklosti so si ljudje pogosto krajšali dolge zimske večere s skupnimi opravili in pripovedovanjem različnih zgodb, spominov ter se pogovarjali o aktualnih dogodkih. Komunikacija je potekala v narečju. Ob takih druženjih so se iz roda v rod prenašale, pa tudi na novo nastajale, folklorne pravljice, pesmi, povedke in spominske pripovedi. To gradivo strokovna terminologija imenuje slovstvena folklora in s to besedo nadomešča terminološko zmedo, ki se je skozi čas z različnimi poimenovanji ustvarila v strokovni literaturi. Različni avtorji namesto omenjenega izraza uporabljajo besedne zveze, kot so ljudsko ali ustno slovstvo, narodno blago, ljudska književnost, tradicionalno slovstvo in podobno (Stanonik, 1999, 2001). Danes slovstvena folklora žal le poredkoma kroži v živo med ljudmi kot nekoč, k sreči pa je bila ta dragocena dediščina, ki smo jo podedovali od svojih prednikov, zapisana in jo je mogoče najti v arhivskih virih in nekaterih objavah. V akcijski raziskavi sem želela ugotoviti, ali učenci petega razreda Osnovne šole Bovec poznajo lokalno pripovedno folkloro. Podatke o poznavanju, po mojem mnenju najbolj znanih folklornih pripovedi, sem zbrala s pomočjo ankete. Na podlagi rezultatov sem oblikovala sklop učnih ur, pri katerih so učenci spoznavali značilnosti slovstvene folklore in se na različne načine srečali z nesnovno kulturno dediščino svojega domačega kraja. V raziskavo je bilo vključenih 19 učencev petega razreda Osnovne šole Bovec. Analiza izvedbe akcijske raziskave je pokazala, da je poznavanje lokalne slovstvene folklore med učenci skromno. Med učnimi urami so učenci pokazali veliko zanimanja za tovrstne vsebine, kar se je odražalo tudi v njihovem aktivnem sodelovanju in ustvarjalnosti. Poznavanje lokalnega pripovednega izročila se je s pomočjo takega pristopa povečalo.Modern times and technology allow us quick access to either the information we need or to variou sources of amusement. They are just a click away. In the past, while sitting at a collective task, people often used to make the long winter evenings shorter by telling all kinds of stories and memories or by discussing current events. The language of communication was their dialect. During such gatherings, folk fairy tales, songs, stories and memorial narratives were passed down from generation to generation, and new ones were made. Professional terminology calls this material ‘slovstvena folklora’ (verbal folklore), thus replacing with it the terminology confusion which, by the use of various denominations, has been created over time. Several authors prefer using phrases like folk or oral literature, folk treasures, traditional literature, etc. (Stanonik, 1999, 2001). Nowadays, traditional units of verbal folklore rarely circulates live among people, as it once used to. Fortunately, however, this precious heritage, left to us by our ancestors, has been recorded and can be found in archives and some publications. In my action research I wanted to learn if the fifth-graders of the Bovec Elementary School know the local narrative folklore. I collected the knowledge data of folklore stories, in my opinion the best known ones, based on a survey. Basing on the results, I designed a set of lessons in which students learned about the characteristics of literary folkloristics and met with the intangible heritage of their hometown in various ways. 19 fifth-graders from the Bovec Elementary school were included in the study. The analysis of the conducted action research showed that the knowledge of local literary folkloristics among the students is modest. During the lessons, the students showed a lot of interest in this kind of topic, which was also reflected in their active participation and creativity. With such an approach, knowledge of the local narrative tradition has increased