GEOGRAPHY LESSONS IN PRIMARY SCHOOLS AND GRAMMAR SCHOOLS IN TERMS OF ADAPTATION OF ETHNIC MINORITIES IN SLOVENIA

Poučevanje geografije v šolah na slovensko-madžarskem in slovensko-italijanskem narodnostno mešanem območju v Republiki Sloveniji ima v slovenski zakonodaji predvidene številne prilagoditve. Te se kažejo na več nivojih, tako v učnih načrtih, učbenikih, kot tudi na nivoju organiziranosti šole. V diplomskem delu smo z vidika prilagoditev narodnostnima manjšinama analizirali zakonodajo s področja vzgoje in izobraževanja ter človekovih pravic, ki predstavlja podlago za vse nadaljnje aktivnosti pri pouku v dvojezičnih osnovnih in srednjih šolah na slovensko-madžarskem ter osnovnih in srednjih šolah z italijanščino kot učnim jezikom na slovensko-italijanskem narodnostno mešanem območju v Sloveniji. Prilagoditve smo iskali v učnih načrtih za geografijo, izpitnih katalogih za geografijo, predmetnikih, učbenikih ter preverjanjih znanj pri geografiji v osnovni šoli in splošni gimnaziji. Empirični del temelji na intervjujih učiteljev geografije na teh območjih, ki so podali svoje stališče glede teh prilagoditev.Slovenian legislation provides a number of adjustmens for teaching geography in schools on the Slovenian-Hungarian and Slovenian-Italian ethnically mixed areas in the Republic of Slovenia. These are reflecting on several levels, both in the curricula, textbooks, as well as at the level of organization of the school. In terms of adaptations for ethnic minorities, this thesis analyzes legislation in the field of education and human rights, which forms the basis for all further activities in the classroom and in bilingual elementary and secondary schools on the Slovenian-Hungarian and primary and secondary schools with Italian as the language of instruction at Slovenian-Italian ethnically mixed area in Slovenia. For particular adjustments, we conducted the research in curricula for geography, exam catalogs for geography, textbooks and knowledge testing procedures in geography in elementary and grammar school. The empirical part is based on interviews of teachers of geography in these areas, which have submitted observations on those adjustments