Historická gramotnosť ako funkčná kategória v kurikule pre základné vzdelávanie

The article analyzes the development of the concept of historical literacy in didactic discourse and its use in the Slovak curriculum for primary schools. The article then proposes a structure of competencies that would correspond to the definition of historical literacy as a set of competencies enabling pupils to construct an image of the past through research and also enabling them to engage in historical and commemorative culture. Historical literacy is thus defined through the ability to examine sources, the ability to answer inquiry-based historical questions, the ability to take a stance on the past, oneself, and the present, and the ability to analyze and use historical representations in contemporary cultural and artistic products and mass media. The proposed structure practically complements the Slovak curriculum for primary schools, in which such a structure is not specified.