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Procesna Drama U Kurikulumu Suvremene Škole

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Procesna Drama U Kurikulumu Suvremene Škole Filozofski fakultet Maša Rimac Jurinović PROCESNA DRAMA U KURIKULUMU SUVREMENE ŠKOLE DOKTORSKI RAD Zagreb, 2018. Filozofski fakultet Maša Rimac Jurinović PROCESNA DRAMA U KURIKULUMU SUVREMENE ŠKOLE DOKTORSKI RAD Mentori: Doc. dr. sc. Iva Gruić Prof. dr. sc. Neven Hrvatić Zagreb, 2018. Faculty of Humanities and Social Sciences Maša Rimac Jurinović PROCESS DRAMA IN MODERN SCHOOL'S CURRICULUM DOCTORAL DISSERTATION Supervisors: Assistant Professor Iva Gruić, PhD Full Profesor Neven Hrvatić, PhD Zagreb, 2018 INFORMACIJE O MENTORIMA Doc. dr. sc. Iva Gruić rođena je u Zagrebu 1962. godine. Diplomirala je dramaturgiju na Akademiji dramske umjetnosti u Zagrebu (1986.). Magistrirala je (2001.) i doktorirala (2005.) na University of Central England u Birminghamu, Velika Britanija. U svojoj doktorskoj disertaciji Entering the story labyrinth. An Investigation of the Effects of Placing the Participants in Different Actantial Positions within the Dramatic World Created by Theatre in Education Programme bavila se temom participativnoga kazališta za djecu i dramskim odgojem. U statusu slobodne umjetnice do 1993. surađivala je s kazalištima za djecu i Dramskim programom Hrvatskog radija na dramaturškim poslovima (radio-dramski tekstovi za djecu u duljim i kraćim formama). Od 1993. zaposlena je na Učiteljskom fakultetu (Katedra za hrvatski jezik i književnost, scensku i medijsku kulturu) Sveučilišta u Zagrebu, kao predavačica, viša predavačica (od 1999.), profesorica visoke škole (od 2005.), a od 2010. kao docentica. Piše stručne i znanstvene radove o dramskome odgoju i o kazalištu. Također, piše i kazališnu kritiku. Osim o kazalištu, piše i dramske tekstove za kazalište. Surađivala je u raznim kazališnim i književnim časopisima (Novi prolog, Quorum, Republika, Kazalište itd.). Objavila je knjigu Prolaz u zamišljeni svijet. Sudjelovala je na brojnim međunarodnim konferencijama, objavila više znanstvenih radova. Članica je uredništva časopisa Kazalište i Hrvatski časopis za odgoj i obrazovanje, recenzentica za znanstvene radove iz područja kazališta za djecu i dramskoga odgoja u raznim časopisima. Dobitnica je međunarodne nagrade za poticanje razvoja dramskoga odgoja Grozdanin kikot. Članica je sljedećih udruga: Union Internationale de la Marionnette - International Puppetry Association (UNIMA) i Hrvatskoga centra za dramski odgoj (HCDO). U Hrvatskome centru za dramski odgoj članica je i Komisije za stručno usavršavanje. Tijekom akademske godine 2015./2016. pokreće Poslijediplomski specijalistički studij dramske pedagogije. Prof. dr. sc. Neven Hrvatić rođen je 1960. godine. Diplomirao je pedagogiju na Filozofskom fakultetu u Zagrebu 1983. godine. Od 1984. do 1992. godine radi kao pedagog u Ekonomskoj i birotehničkoj školi u Bjelovaru. Doktorirao je na Filozofskom fakultetu Sveučilišta u Zagrebu s temom Odgoj i izobrazba Roma u Hrvatskoj. Od 1992. godine djelatnik je Filozofskog fakulteta Sveučilišta u Zagrebu, Odsjek za pedagogiju, a gostujući je profesor na preddiplomskom/diplomskom studiju pedagogije na Fakultetu prirodoslovno-matematičkih i odgojnih znanosti Sveučilišta u Mostaru, kao i na doktorskom studiju odgojnih znanosti pedagogije, Odjelu biologije i geografije na Prirodoslovno-matematičkom fakultetu u Zagrebu i doktorskom studiju pedagogije na Filozofskom fakultetu Sveučilišta u Novom Sadu. Suautor je Nastavnoga plana i programa Doktorskoga studija pedagogije na Filozofskom fakultetu Sveučilišta u Zagrebu, suvoditelj smjera Kurikulum suvremenoga odgoja i škole i voditelj studijskoga modula Interkulturalni kurikulum, u kojem je utemeljio nove kolegije. Suradnik je u više znanstvenoistraživačkih projekata, a od 2007. godine voditelj je znanstvenoga projekta Interkulturalni kurikulum i obrazovanje na manjinskim jezicima Ministarstva znanosti, obrazovanja i sporta Republike Hrvatske. Bio je član uredništva znanstvenoga časopisa Pedagogijska istraživanja (2004. - 2009.), objavio je više od 80 znanstvenih i stručnih radova, bio urednik i suurednik nekoliko knjiga i zbornika te autor većega broja prikaza knjiga i općih osvrta o odgoju i obrazovanju. Također, recenzent je knjiga i članaka u znanstvenim časopisima te znanstvenih projekata. Član je više domaćih i međunarodnih udruga: Hrvatskoga pedagogijskog društva, Interkulture, SIETAR-Internationala, IAIE (Međunarodna asocijacija za interkulturalno obrazovanje), Comite Catholique International pour les Tsiganes, Odbora za pastoral Roma - Hrvatske biskupske konferencije. Bio je predsjednik Hrvatskoga pedagogijskog društva od 2009. do 2013. godine. Dobitnik je državne nagrade Ivan Filipović za 2007. godinu te državne nagrade za znanost 2010. godine (društvene znanosti). ZAHVALE Najsrdačnije zahvaljujem svojoj mentorici dr. sc. Ivi Gruić na profesionalnoj podršci i čitanjima rada, na svim crvenim iksićima, ali i na razumijevanju, ohrabrenju i beskrajnome strpljenu. Također, zahvaljujem svome mentoru dr. sc. Nevenu Hrvatiću na brzim i konkretnim savjetima te usmjeravanjima. Veliko hvala dragom Toniju Safneru i Vlatki Kovač. Posebno zahvaljujem prijateljicama koje su, svaka na svoj način, doprinijele ovome radu: Ines jer mi je otvorila sva dramskopedagoška vrata koja su se dala otvoriti, Marici jer je metodiku učinila bliskom i zabavnom, Senki jer posvećeno i lektorski strogo čita sve moje tekstove pa tako i ovaj, Bobi jer je ozbiljno shvatila svoju zamjensku ulogu i Miri jer me svojim primjerom naučila da je dobra organizacija više od pola posla. I na kraju, najveću zahvalnost dugujem svojoj obitelji: Markanu, Bekici, Luji i Grgici, a od najveće još i veću - svojoj mami. SAŽETAK U radu se bavim promišljanjem o metodičkim pristupima u osnovnoj školi, osmišljavanjem kurikuluma te traženjem načina kojima bi se omogućio uspjeh svim učenicima. U radu se pojmom kurikulum opsežnije bavim na teorijskoj razini, dok istraživanjem nastojim doprinijeti praksi jer se njime ispituje jedan od mogućih pristupa obogaćivanju školskoga kurikuluma – dramskopedagoški pristup. Tri su dijela istraživanja. U prvome, terminološkome/metodološkome dijelu, raspravljam o postojećim terminološkim nejasnoćama koje ovim radom nastojim dokinuti. Rezultat je toga dijela istraživanja svojevrsni pojmovnik koji praktičarima i teoretičarima dramskoga odgoja nudi jasno usustavljenu terminologiju, primjenjivu u dramskome radu u školi i izvan nje. U drugom dijelu istraživanja bavim se zastupljenošću različitih dramskih područja u Nastavnome planu i programu i Nacionalnome okvirnom kurikulumu, s ciljem stjecanja uvida u sadašnje stanje u praksi. U trećem dijelu istraživanja empirijski provjeravam učinkovitost procesne drame kao dramsko-metodičkoga pristupa čiji se utjecaj, prema svjetskim istraživanjima, pokazao izrazito učinkovitim i korisnim, zbog čega je upravo procesna drama odabrana kao metodički pristup kojim će se pokušati odgojno djelovati na ispitanike. Empirijsko je istraživanje sastavljeno tako da (1) provjeri utjecaj procesne drame (nezavisna varijabla) na razvoj prosocijalnoga i smanjenje agresivnoga ponašanja (zavisne varijable); (2) da ispita razliku između rezultata koje donosi izravni pristup materiji/problemu i pristup koji se koristi raznim oblicima udaljavanja od problema (analogija) i (3) da ispita stav učenika prema primjeni procesne drame u nastavi. Istraživanje sam provela u zagrebačkoj školi, a 124 ispitanika učenici su u dobi od 12 do 14 godina (7. i 8. razred). Prikupila sam podatke za kvantitativnu i kvalitativnu analizu. Rezultati dobiveni deskriptivnom analizom i analizom kovarijance pokazali su da se primjenom procesne drame nije utjecalo na razvoj prosocijalnoga i smanjenje agresivnoga ponašanja učenika. Rezultati kvalitativne analize potvrdili su da učenici, neovisno o pristupu, imaju pozitivan stav o primjeni procesne drame. U završnoj raspravi propitujem, stoga, razne aspekte vrijednosti i mogućnosti procesne drame kao metodičkoga pristupa koji može obogatiti kurikulum, ali i pozitivno utjecati na razredno ozračje. KLJUČNE RIJEČI: dramska pedagogija; dramski odgoj; dramska kultura; dramsko izražavanje i dramsko stvaralaštvo; dramske metode i dramske tehnike; Nacionalni okvirni kurikulum; pedagogijske teorije škole i učenja; pedagoška praksa; pristup (analogijom i izravni); prosocijalno i agresivno ponašanje; školski kurikulum; tehnike procesne drame; teorija kurikuluma. SUMMARY Modern educational and teaching practices require new approaches to achieving educational and teaching objectives. Today, it is no longer possible to envision education being carried out in schools, without taking into consideration the achievements of pedagogy and didactics. On the other hand, nor is it possible to actively participate in the process of education, without taking into consideration the achievements of modern society. In order to comprehend the context of the current educational practices, this dissertation studies pedagogy and its key determiners. In order to understand the educational practices themselves, it is also necessary to study the history of pedagogy and the development of education in relation to pedagogic and educational accomplishments. This dissertation also deals with the concept of modern elementary education, the planning and creation of elementary school curriculum, and the concept of methodological approaches and new ways of ensuring success for every student, in accordance with his or her capabilities. Today, we define and measure students' accomplishments via their competencies, which is prescribed by the National curriculum framework for pre-school education, general compulsory and
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