66 KB740 KB44 KB199120252007Terčelj, Marija Mojcaštevilka:1letnik:17=68ISSN:0354-0316COBISSID:1388755URN:URN:NBN:SI:doc-J8AG9YXPslSlovenski etnografski muzejEtnolog. Nova vrsta (Ljubljana)Chiapasdružinaeducationeducation projectsfamilyindigenismindigenizemizobraževalni projektiJukatanvaluesvrednotevzgojaYucatanŠtirje principi vzgoje na primeru majevske kulture iz Chiapasa in Jukatana|The present article, which focuses on a non-European area, is an attempt to present the inclusion of children in the wider social environment and is basedon a comparison between family education and education in government education processes, that is between the Mountain Maya in Chiapas and the Maya of Yucatan; it further addresses some issues deriving from the confrontation of these two uncoordinated approaches to education. The principal differences between the education provided by a family environment and the education principles asserted by modern education science lie in the close links between family members and education towards autonomy, responsibility and respect in the Indian communities, and towards dependence, partialisation and alienation in the case of modern approaches to educationPričujoči prispevek, ki sega na zunajevropsko območje, skuša na podlagi primerjave družinske vzgoje in vzgoje državnih izobraževalnih projektov med gorskimi Maji v Chiapasu in Maji na Jukatanu prikazati vključevanje otrok v sirše druzbeno okolje in nekatere probleme, ki se vzpostavljajo s soočanjem dveh neusklajenih vzgojnih pristopov. Glavna razhajanja med vzgojo, ki jo ponuja družinsko okolje, in vzgojnimi principi, ki jih ponuja sodobna pedagoška znanost, so v tesni povezanosti družinskih članov in vzgajanju k samostojnosti, odgovornosti in spoštovanju v indijanskih skupnostih ter nesamostojnosti, parcializaciji in odtujenosti v primeru sodobnih pedagoških pristopovTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaSlovenski etnografski muzej