20.500.12556/DKUM-99808 Vloga doživljajske pedagogike pri spodbujanju narodne identitete na slovensko-madžarskem območju v Prekmurju magistrsko delo The role of experiential pedagogy in encouraging national identity in the Slovenian-Hungarian region in Prekmurje Magistrska naloga obravnava vlogo doživljajske pedagogike pri oblikovanju narodne identitete mladih pripadnikov madžarske manjšine v Prekmurju, s poudarkom na poletnem taboru Na pot, mladina! / Útra, kamasz!. Namen raziskave je bil preučiti, kako tabor kot neformalno učno okolje prispeva k osebnemu in socialnemu razvoju mladostnikov ter k ohranjanju in krepitvi njihove narodne identitete. Raziskava temelji na kvalitativni metodologiji, ki vključuje analizo dveh fokusnih skupin, odprtih anketnih odgovorov in polstrukturiranih intervjujev s spremljevalci tabora. Rezultati kažejo, da tabor mladim omogoča razvoj samozavesti, socialnih veščin in občutka pripadnosti skupnosti. Pomembno vlogo imajo pri tem skupne izkušnje, jezik kot osrednji povezovalni element ter kulturne dejavnosti, ki omogočajo doživljanje identitete v praksi. Ugotovitve magistrske naloge poudarjajo tudi pomen transregionalnega povezovanja mladih iz različnih okolij ter vlogo neformalnega okolja pri obravnavi identitetnih vprašanj. Tabor se tako izkazuje kot pomemben prostor socialnega učenja, kjer se narodno identiteto ne le ohranja, temveč tudi aktivno oblikuje skozi izkušnjo, interakcijo in skupnostno delovanje. This master's thesis examines the role of experiential pedagogy in shaping the national identity of young people from the Hungarian minority in the Prekmurje region, with a focus on the summer camp "Na pot, mladina!" / "Útra, kamasz!". The aim of the research was to explore how the camp, as a non-formal learning environment, contributes to the personal and social development of adolescents, as well as to the preservation and strengthening of their national identity. The research is based on a qualitative methodology, including the analysis of two focus groups, open-ended survey responses, and semi-structured interviews with camp facilitators. The results show that the camp enables the development of self-confidence, social skills, and a sense of belonging. Key factors in this process include shared experiences, language as a central element of connection, and cultural activities that allow participants to experience identity in practice. The findings also highlight the importance of transregional connections among young people and the role of non-formal environments in addressing identity-related issues. The camp thus represents an important space of social learning, where national identity is not only preserved but also actively shaped through experience, interaction, and community engagement. doživljajska pedagogika narodna identiteta madžarska manjšina neformalno učenje mladostniki experiential pedagogy national identity Hungarian minority non-formal learning adolescents true true false M. Toth Slovenski jezik Angleški jezik Prekmurje (Slovenija); Magistrsko delo/naloga 2026-08-26 22:24:09 2026-09-16 13:22:32 2026-09-17 03:10:56 0000-00-00 00:00:00 2026 0 Maribor 0 Maribor 1 spletni vir (1 datoteka PDF (VIII, 85 str.)) 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.013.32:323.15(=511.141)(497.411)(043.2) 291303939 MAG_Toth_Matija_2026.pdf MAG_Toth_Matija_2026.pdf 1 AB52DDEBF77D5ECC5C5DC025C10809AB 6ca82a6a97fac7932f8ffcccf6ad54f1c9c4f76e884f87342b7d441238435db1 98715e00-a24e-11f1-95cc-00155d0001be https://dk.um.si/Dokument.php?lang=slv&id=210777 Filozofska fakulteta 0 0 0