THE CONTRIBUTION OF WRITERS TO THE PREPARATION OF TEXTBOOKS FOR UKRAINIAN PRIMARY SCHOOLS IN TRANSCARPATHIA IN THE 20-30S OF THE 20TH CENTURY: SCIENTIFIC DISCOURSE

• Ірина Розман

  Мукачівський державний університет

• Оксана Лемак

  Applicant of the third (educational and scientific) level of higher education, Doctor of Philosophy

The article highlights the contribution of Ukrainian writers (writers, literary critics, editors) to the preparation of educational literature for Ukrainian primary schools in Transcarpathia in the 20s and 30s of the 20th century through the prism of scientific and pedagogical discourse. Emphasis is placed on four aspects of the raised problem: factors influencing the development of national textbooks in the region; the role of individual literary personalities in the preparation of school literature; approaches and features of its content; ideological and educational aspects of using artistic texts. It was found that a clear understanding crystallized among the writer-pedagogues that fiction in its genre variety should be a powerful means of creating a national in content and European in form textbook. Through the prism of scientific discourse, the approaches of modern Ukrainian scientists to the coverage of this problem are clarified.

A comparative analysis of the content and ideological orientation of the alphabets prepared by Augustyn Voloshyn in 1906, 1908, 1917, and 1921 was carried out. The structure and content of Oleksandr Markush's compilation of textbooks for elementary school, in particular the primer "Zornytsia", which had several editions (1925, 1926, 1930). It was found that the less researched in the Ukrainian scientific and pedagogical space is the school educational literature prepared by writers who belonged to the Ruthenian and Russophile ideological currents. From this point of view, the works written by writers and public figures Ivan Kyzak "Primer for folk schools of the Pryashevskaya diocese" (1919, 1921) and Dmytro Vyslotskyi "Karpatorusskii primer" were analyzed. It is shown how the selection of texts mainly from the works of Russian writers affected the ideological focus of the mentioned textbooks. It was concluded that the artistic texts selected for ABC books and reading books generally corresponded to the age and psychophysiological characteristics of primary school students and influenced the formation of their general scientific and subject knowledge, systemic thinking, and value orientations.

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