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The Turksaccording to common opinion, were not interested in economic development of citxnka areas, and if they had done something, they had done it wrongly. Even if having been finished, historically, somewhere deep in history? Approaching the end of essay, I would like to pay attention to efforts aiming to curtail these stereotypes, efforts which give their first results in revision of textbooks, changed views towards the national past, more critical and more historical approach to the problem of Ottoman reign V.

Examples are numerous, and it is impossible to mention them all. Without intention to be cynic or to diminish its importance, it should be honest and confess that, except sa general remarks about severity of the Turks, nothing about devshirme is understandable for the students. It remains, as dominant idea, that historiography is national discipline, aiming in producing patriotic emotions. From my point of view even if originally self-made this myth supported by irresponsible relation towards the truth is useful as an element of national cohesion.

Excerpts from the sources refers mostly to sufferings and unbearable terror over the Christians. Textbooks I consulted writing this paper cover almost entire XX century so it was possible to detect some similarities and differences towards this matter. Textbooks for the first four grades of elementary education give even more vivid picture of cruel and uncivilized otherness. Are or were the Macedonians Serbs? Where are or were the borders of their national area, if such area exists at all?


After negative experience with Hungarian and Austrian authorities, lots of the Serbs, settled in southern Hungary, got back to Turkey, where they found themselves in a better position. Following simplified pattern of political, cultural, and economic backwardness, corruption and anarchy, all textbooks support the idea that the Ottomans disabled development of the Serbs for centurieswhile other European peoples were developing their culture and economy.

Čitanka za VIII razred gimnazije – Ghent University Library

When describing historical reasons for migrations toward the North, author puts the emphases over the torture done by the Turksbecause of Serbian insurrections and participation in the wars against the Ottomans organized by Christian forces. Authors of the textbooks citanks not even informed about how frequently devshirme took place and also where.

This point is suggested in the title of the work. And, of fitanka, our youths were favorite because of their moral and physical superiority. According to authoritative theories [2] of the myth as a phenomenon of razres importance for human society, the most important characteristic and social function of the myth is explication of the facts, whether natural or cultural.

Kuljic, Prevladavanje proslostiBeogradp. Such ignorance is not regarded as a problem, because there are poetic descriptions of event, just enough to replace the lack of knowledge.

The guilt for misfortunes and failings is regularly found in cruel otherness. Sparavalo, Istorijska citanka za 7.

Thus, the myth is born: Corovic, Istorija SrbaNis Similar situation repeated when Austria governed northern Serbia I ditanka in a position to use these materials by kindness of D.


Istorija Osmanskog Carstvaed. Given in the simplest interpretation, the myth could be displayed as such: Grubac, Istorija za 7.

KNJIŽEVNI VREMEPLOV 4, čitanka za četvrti razred gimnazije

Perovic, M Strugar, Istorija za 7. Cvijic [19]which persists even in modern times, one, one and half, or two centuries sic!

Istorija naroda JugoslavijeII, Beograd Strugar, Istorija za 7. But, through the rational use of natural and social potentials, our economy has good conditions for development.

Analysis was made using history textbooks. From historiography through educational system, myth is transferred to the people. This textbook allows to get more measured picture about Ottoman period, but more emotional, too, when raxred with textbooks from period after The World War the Second, including modern textbooks. Mihailovic, Poznavanje prirode i drustva za 3. In some manner the myth presented in this work got an official approve. Analysis was made by D.

Lesson which is supposed to inform the students about population of Yugoslavia gives historical account about migrations toward the Balkans. For period after the World War the Second I consulted two [8] textbooks used in the period betweenfor elementary school, and three textbooks used from to nowadays [9].

Based on more or less acceptable arguments in its first half, the real myth begins in tragic fatal predestination which explains all misfortunes of modern Serbian state, all political, economic and cultural failures.

Possible upper time-borders are also, or In these works there could be find a lot of story but lack of history! My intention is to explain the mythical characteristics of the problem such defined, to show how it functions as a myth.