THE ROLE OF EDUCATION IN THE TRANSMISSION OF FOLKLORE: ETHNOLOGICAL AND INTERDISCIPLINARY PERSPECTIVES
THE ROLE OF EDUCATION IN THE TRANSMISSION OF FOLKLORE: ETHNOLOGICAL AND INTERDISCIPLINARY PERSPECTIVES

Summary/Abstract: This article analyses the relationship between education, folklore and cultural identity from an interdisciplinary perspective. Starting from the premise that folklore is not a static residue of the past but a dynamic cultural discourse, the study argues that school participates actively in the selection, interpretation and institutional stabilization of vernacular heritage. The discussion brings together philological, anthropological, sociological and heritage-pedagogical approaches in order to explain how oral traditions become educational content and, at the same time, symbolic resources for identity formation. Particular attention is given to the transition from performance to text, to the role of manuals and curricular choices in canon formation, and to the impact of globalization and digital mediation on the circulation of folkloric forms. The article concludes that education can transform folklore into an identity vector only when it combines cultural valorisation with critical contextualisation, methodological plurality and ethical attention to local communities.

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