Dramski postupak u nastavnoj praksi: istorijska perspektiva

Abstract

Šira primena dramskog postupka u nastavi realizovana je u okviru pokreta za novo vaspitanje i novu školu, uglavnom između dva svetska rata. Na jugoslovenskom prostoru nova škola bila je prisutna kroz koncept radne škole koji se razvio u reformski pokret sa velikim brojem pristalica iz svih vaspitno-obrazovnih domena. U ovom radu bavimo se iskustvima praktičara koji su među prvima na našim prostorima izveštavali o primenama dramskog postupka u nastavi. Uvodni deo rada posvećen je pozicioniranju ovog postupka u odnosu prema teorijskim okvirima radne škole. U centralnom delu rada izneta su shvatanja praktičara radne škole u vezi sa opštim pitanjima primene navedenog postupka, prikazana je i analizirana njegova primena u obradi proznih tekstova za decu, deklamacija, narodnog stvaralaštva i nastave matematike. Izvori koji sadrže informacije o navedenoj temi jesu prilozi u kojima su nastavnici prikazivali svoj praktičan rad, objavljivani u časopisu Učitelj od 1933. do 1940. godine.

This study examines the early stages of implementing dramatic methods in education from a historical perspective. Specifically, we present and analyze the experiential knowledge of elementary school teachers who are proponents of the work school concept regarding the use of dramatic action in teaching. The extensive application of this approach in education was developed within the movement for new education and a new, work-oriented school. The work school is a pedagogical reform movement that emerged at the end of the 19th and beginning of the 20th century mainly in Europe and the United States, gaining momentum in the Yugoslav region between the two world wars. Several authors have attempted to define the concept of “work” as a fundamental concept and operationalize it for the needs of school practice. Within the movement for the new/work school, dramatization has been recognized as a teaching method. In this paper, we focus on the experiences of practitioners who were among the first to implement dramatic action in teaching in our context. The introductory section of the paper is dedicated to positioning dramatisation in relation to the theoretical framework of the work school. In the central part, the understanding of teachers regarding general issues of the dramatic method in teaching was presented, in the following areas: in the teaching of prose texts, declamation, folk creation, and mathematics instruction. The historical sources on the subject matter are papers published by teachers in the journal “Učitelj” during the period 1933-1940.