Izvleček
Prispevek prinaša razmislek o bralni pismenosti v trenutnem slovenskem družbenem in šolskem kontekstu. V uvodu omenja nekaj mednarodnih raziskav s tega področja, definicijo bralne pismenosti ter rezultate njenega preizkusa na vzorcu 47 četrtošolcev na OŠ Zalog ob koncu šol. leta 2024/2025. Jedro prispevka obravnava dejavnike bralne pismenosti, ki jih z odnosom do branja in bralne kulture predstavljajo v najširšem pomenu družba in družbeni kontekst ter družina kot najosnovnejša družbena celica, v ožjem pa izobraževalni sistem z vrtcem in osnovno šolo. Kot pove že naslov prispevka, se nato obravnava osredotoči na probleme v zvezi z bralno pismenostjo v sedanjem osnovnošolskem okolju, pri čemer kot vzroke za vztrajno nižanje njene ravni med slovensko mladino navaja permisivno vzgojo, »zanimive« posebnosti v ocenjevanju in napredovanju učencev, poseganje staršev v avtonomijo šolskega dela, prenatrpane in tu in tam prezahtevne učne načrte, inkluzijo v navezavi na učence s posebnimi potrebami in učence tujce oz. priseljence ter glede na spoznanja razvojne psihologije smiselnost uvedbe devetletnega osnovnošolskega izobraževanja namesto starega osemletnega. V zvezi s slednjim prispevek na koncu v razmislek prinaša besedilo enega od devetošolcev, ki je svoja osnovnošolska leta na OŠ Zalog zaključil in svoje spomine nanje strnil ob koncu šolskega leta 2011/2012.
Abstract
(Il)Literacy in Today’s School Context
The article reflects on reading literacy in the current Slovenian social and educational context. The introduction mentions some of the international studies in this field, a definition of reading literacy and the results of its assessment on a sample of 47 fourth-grade students from the Zalog Primary School at the end of the 2024/2025 school year. The core of the article discusses the factors influencing reading literacy, which are represented, with the attitude towards reading and reading culture, by the society, the social context and the family as the most basic social unit in the broadest sense, and narrowly by the educational system with the kindergarten and primary school. As indicated by the title, the article then focuses on the problems related to reading literacy in the current primary school environment, stating as the causes for the persistent decline in reading literacy levels among the Slovenian youth permissive education, “interesting” practices in student assessment and progress, parental interference in the autonomy of school work, overcrowded and at times overly demanding curricula, inclusion in relation to students with special needs and foreign or immigrant students, and the relevance of introducing the nine- year primary school education instead of the previous eight-year system given the findings of developmental psychology. In relation to the latter, the article concludes by inviting a reflection with a text written by one of the ninth-grade students who completed his primary school years at the Zalog Primary School and summarized his memories of those years at the end of the 2011/2012 school year.