CITANKA ZA 4 RAZRED GIMNAZIJE PDF

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In July, with new Serbian President there was inaugurated the old-new Serbian hymn.

Stojanovic, who took part on the conference. But, through the rational use of natural and social potentials, our economy has good conditions for development. Mantran, Beogradpp.

Literatura – knjige – oglasnik

Excerpts from the sources refers mostly to sufferings and unbearable terror over the Christians. Grubac, Istorija za 7. The effects of such simplified interpretations are at least expectable and in their basis logical: Given in the simplest interpretation, the myth could be displayed as such: This textbook allows to get more measured picture about Ottoman period, but more emotional, too, when compared with textbooks from period after The World War the Second, including modern textbooks.

In the view of this example, it is interesting to mention another general remark given by the author of the textbook: Jugovic, Istorija srednjeg veka za vise razrede gimnazijeBeograd Are or were the Macedonians Serbs? Historical Myths in the Yugoslav Successors States.

Čitanka za 4. razred gimnazije – Google Books

I would mention just a few interesting details. Kuljic, Prevladavanje proslostiBeograd citqnka, p. Is it possible to make some conclusions about the people who had adopted only these negative influences?

I also tried to cover wider chronological space in order to show that negative and biased picture of the Ottoman reign appears as structural element in textbooks, a kind of continuity during very changeable history citankaa education in Serbia in XX century.

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It remains, as dominant idea, that historiography is national discipline, aiming in producing patriotic emotions. Novakovic, Istorija za 3.

According to one it was every year, another believes that it was in every fifth, and maybe in every seventh year. Why Is This a Myth? 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. Ottoman Empire is presented as unstable state, descending into corruption, with permanent aggravation of a position of the Christians. See references in the end of the text.

03 citanka

It is particularly emphasized in history textbook for the first grade of gymnasium. Mihailovic, Poznavanje prirode i drustva za 3.

The Turksaccording to common opinion, were not interested in economic development of these areas, and if they had done something, they had done it wrongly. Such ignorance is not regarded as a problem, because zza are poetic descriptions of event, just enough to replace the lack of knowledge. Thus, the myth is born: Sparavalo, Istorijska citanka za 7.

In these works there could be find a lot raazred story but lack of history! 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.

I am inclined to look for these characteristics in many aspects: In a few words, it is completely unsure how many years the Ottomans ruled over the Serbs? 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, igmnazije views towards the national past, more critical and more historical gimnaziue to the problem of Ottoman reign V.

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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. Such situation in politics and historiography is fertile ground for speculations and manipulation of these who are used to mythologize, aiming on creation of public consciousness. Of course, it cannot be explicitly presented in History textbooks, but what happens, for instance, in Ciganka textbook [12] for III grade of gymnasium, which is my favorite one?

The raared of disturbing, undesirable and dangerous otherness is the dominant idea in portrayal of Ottoman government, the Turksin history textbooks in Serbia. Authors of the textbooks are not even informed about how frequently devshirme took place and also where. Of certain importance is the fact that this textbook gave some remarks which are affirmative for the Ottoman government. Pregled istorije jugoslovenskih narodaI-II, Beograd Textbooks for the first four grades of elementary education give even more vivid picture of cruel and uncivilized otherness.

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But from historical point of view it is a serious problem, reflecting the whole range of unsolved national crises, crises of identity, territorial and ethnical feuds.

Feudal obligations of the raya were, in the beginning, less unbearable than these given to domestic gentlemen in the period before Ottoman conquest. The guilt for misfortunes and failings is regularly found in cruel otherness. Lukic, Razrex drustva, udzbenik za V razred osnovne sk ole, Beograd I was in a razreed to use these materials by kindness of D. Textbooks I consulted writing this paper cover almost entire XX century so it was possible to detect some similarities and differences towards this matter.