| Summary: | Dutkamuša ulbmilin lei guorahallat makkárat leat jorgaluvvon oahppogirjjit sámeoahpahusas. Háliidin čielggadit makkár metodaid dahje teoriijaid jorgaleaddji lea geavahan jorgaluvvon girjjiin. Lean maiddái čielggadan mot unnitloguálbmogat ovdanbuktojuvvojit girjjiin, lean guorahalan girjjiid ja makkár govaválljen lea jorgaluvvon girjjiin. Dasa lassin lean guorahalan makkár gova girjjiid govat ja teavsttat addet unnitloguálbmogiin. Lean válljen guorahallat guokte oahppogirjji oskkoldaga oahppogirjji Násti 6 ja historjá oahppogirji Áigemátki Suoma historjái oahppogirjjiid, mat leat jorgaluvvon girjjit suomagielas sámegillii. Vaikko girjjit leat boarrasat, leat dat aidna oahppogirjjit, mat gávdnojit sámegielat girjin. Dutkamuša teoriijan lea jorgalanteoriija, metodan sisdoalloanalysa ja váldotemán lea oahppogirjeanalysa. Dutkamuša bohtosin lea, ahte jorgaleaddjit eai leat geavahan makkárge njuolga teoriijá girjjiid jorgalemiin. Girjjiid gielalaš analysa čájeha, man váttis jorgalusaid lea ipmirdit ja dat gáibida lohkkis suomagielat máhtu. Mu dutkamuš čájeha ahte girjjiid govain leat unnán erohusat, eanas oassi govain leat seamma govat. Dan lassin dán guovtti oahppogirjjis muitaluvvo hui unnán Suoma unnitloguálbmogiid birra. Girjjiin unnitloguálbmogiid birra čállojuvvon teavsttat leat dušše moadde kapitála. Duon moatti kapihttalii ii beare vuđolaččat sáhtege čállit ollislaš historjjá. Unnitloguálbmogiid birra čállojuvvon teavsttain leat olu áicamis stereotypiijadieđut, mat čatnasit čavgasit dihto unnitloguálbmogiidda. Oahppogirjjiid unnitloguálbmogat orrot ain leamen nuppi joavku váldoservvodagas čállojuvvon girjjiin. Oahppogirjjiid govat leat eanas oasis seamma govat go maid sámegielat girjjiin. Girjjiid govat eai motge doarjjo sámiid birra čállojuvvon teavsttaid. Sámegielat girjji govat leat measta dievaslaččat seammalágánat. Aim of this study is to research translated study books witch are used in Sami languaged primary school education. I aim to find out what kind of methods or theories the translators have used in translated books. I am also analysing how the minorities, the Sámi and the Roma people are represented in these books, I have analysed books and photographies in translated books. In my research material I have two studybooks, Násti 6 is used in religion teaching and Áigemátki Suoma histtorjái is a study book for history. Both of these books are translated from Finnish to Sámi. Theaory in this research is based on translatingtheory, my methodology is contentanalysis and main theme is studybook analysis. One of my research finding is that transalators do not follow any theories when translating. The analysis show that translations are difficult to understand and reading requires understanding Finnish. My research shows that there is little difference in the images used in textbooks, mostly the pictures are similar in both language versions. The images used in a textbooks do not support the written text about Sami people. In addition, these books only tell a little about minorities. The few paragraphs of the book do not provide comprehensive information on the history of minorities. Also the text written about certain minorities contains a lot of stereotypes. Minorities stand in the position of the other in a textbooks written for majoritys pupils. publishedVersion
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