{"id":885,"date":"2026-06-20T04:46:51","date_gmt":"2026-06-20T04:46:51","guid":{"rendered":"https:\/\/newslabturkey.org\/sojo\/?p=885"},"modified":"2026-06-20T04:46:51","modified_gmt":"2026-06-20T04:46:51","slug":"kurtce-seslendirme-atolyeleri-cocuklarin-anadilini-kamusal-alanda-duyulur-ve-gorunur-kiliyor","status":"publish","type":"post","link":"https:\/\/newslabturkey.org\/sojo\/2026\/06\/20\/kurtce-seslendirme-atolyeleri-cocuklarin-anadilini-kamusal-alanda-duyulur-ve-gorunur-kiliyor\/","title":{"rendered":"K\u00fcrt\u00e7e seslendirme at\u00f6lyeleri, \u00e7ocuklar\u0131n anadilini kamusal alanda duyulur ve g\u00f6r\u00fcn\u00fcr k\u0131l\u0131yor"},"content":{"rendered":"\n

Diyarbak\u0131r, binlerce y\u0131ll\u0131k heybetli surlar\u0131, Hevsel Bah\u00e7eleri ile \u00e2deta a\u00e7\u0131k hava m\u00fczesini and\u0131ran, <\/strong>\u00e7ok katmanl\u0131 tarihi ve g\u00fc\u00e7l\u00fc k\u00fclt\u00fcrel haf\u0131zas\u0131yla Mezopotamya\u2019n\u0131n izlerini bug\u00fcne ta\u015f\u0131yan kadim bir kent. <\/strong>Ayn\u0131 zamanda farkl\u0131 halklar\u0131n, dillerin, m\u00fczi\u011fin ve mutfa\u011f\u0131n i\u00e7 i\u00e7e ge\u00e7ti\u011fi canl\u0131 bir k\u00fclt\u00fcr merkezi.<\/p>\n\n\n\n

Kent, T\u00fcrkiye \u0130statistik Kurumu\u2019nun (T\u00dc\u0130K) \u015eubat 2026 verilerine g\u00f6re, 1 milyon 852 bin 356 ki\u015filik n\u00fcfusa sahip. N\u00fcfusun 935 bin 763\u2019\u00fcn\u00fc erkekler, 916 bin 593\u2019\u00fcn\u00fc kad\u0131nlar olu\u015fturuyor. T\u00dc\u0130K\u2019in \u201c\u0130statistiklerle \u00c7ocuk, 2025\u201d b\u00fcltenine g\u00f6re, T\u00fcrkiye genelinde \u00e7ocuk n\u00fcfus oran\u0131 y\u00fczde 24,8 iken, Adrese Dayal\u0131 N\u00fcfus Kay\u0131t Sistemi sonu\u00e7lar\u0131na g\u00f6re 31 Aral\u0131k 2025 tarihi itibar\u0131yla, Diyarbak\u0131r\u2019da bu oran y\u00fczde 35,5 olarak belirlendi. Bu y\u00fcksek oranla Diyarbak\u0131r, T\u00fcrkiye genelinde en y\u00fcksek \u00e7ocuk n\u00fcfus oran\u0131na sahip ilk 10 il aras\u0131nda sekizinci s\u0131rada yer al\u0131yor.<\/p>\n\n\n\n

Diyarbak\u0131r\u2019da dokuz y\u0131ld\u0131r faaliyet y\u00fcr\u00fcten \u00d6nce \u00c7ocuklar Derne\u011fi, K\u00fcrt\u00e7enin Kurmanc\u00ee leh\u00e7esinde \u00e7ocuk ve gen\u00e7lere seslendirme (dublaj) e\u011fitimi verdi. Avrupa Birli\u011fi projesi K\u00fclt\u00fcr Sanat Destek Program\u0131<\/a>\u2019n\u0131n deste\u011fiyle ya\u015fama ge\u00e7irdikleri Deng \u00fb Reng (Ses ve Renk)<\/a> projesiyle 10-18 ya\u015f aral\u0131\u011f\u0131ndaki 20 \u00e7ocuk ve gen\u00e7, anadillerinde seslendirme tekniklerini \u00f6\u011frendi. Hafta sonlar\u0131 yap\u0131lan e\u011fitim, \u00fc\u00e7er saat s\u00fcrd\u00fc. \u00c7ocuk ve gen\u00e7ler at\u00f6lyede bulunduklar\u0131 g\u00fcnler spor yapt\u0131, K\u00fcrt\u00e7e hik\u00e2ye yazd\u0131. Sadece at\u00f6lye \u00e7al\u0131\u015fmalar\u0131yla s\u0131n\u0131rl\u0131 kalmayan <\/strong>e\u011fitimlerin sonunda kat\u0131l\u0131mc\u0131lar, K\u00fcrt leh\u00e7elerinde kesintisiz yay\u0131n yapan ilk ve tek K\u00fcrt\u00e7e \u00e7ocuk e\u011flence kanal\u0131 Zarok TV\u2019de seslendirme yapmaya ba\u015flad\u0131. Ebeveynler de hiyerar\u015fik rollerinden s\u0131yr\u0131larak at\u00f6lyelerde \u00e7ocuklar\u0131na e\u015flik etti.<\/p>\n\n\n\n

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G\u00f6rsel, \u201cDeng \u00fb Reng\u201d ba\u015fl\u0131kl\u0131 bir dublaj at\u00f6lyesi\/kurs duyurusu ya da payla\u015f\u0131m\u0131 olarak tasarlanm\u0131\u015f. \u00dcst k\u0131s\u0131mda b\u00fcy\u00fck harflerle \u201cDENG \u00db RENG\u201d, alt\u0131nda ise \u201cKARGEHA D\u00dbBLAJ\u00ca\u201d yaz\u0131yor. Ortadaki foto\u011frafta geni\u015f, ah\u015fap zeminli bir salonda \u00e7ocuklar ve yeti\u015fkinler kar\u015f\u0131l\u0131kl\u0131 iki s\u0131ra halinde durmu\u015f g\u00f6r\u00fcn\u00fcyor. Kat\u0131l\u0131mc\u0131lar beden \u00e7al\u0131\u015fmas\u0131, ses egzersizi, drama ya da dublaj at\u00f6lyesine haz\u0131rl\u0131k niteli\u011finde bir etkinlik yap\u0131yor gibi. Arkada sandalyeler, yaz\u0131 tahtas\u0131 ve prova\/\u00e7al\u0131\u015fma alan\u0131 yer al\u0131yor. Tasar\u0131m\u0131n arka plan\u0131 turkuaz ve a\u00e7\u0131k mavi dalgal\u0131 formlardan olu\u015fuyor. Alt b\u00f6l\u00fcmde proje\/kurum logolar\u0131 bulunuyor; payla\u015f\u0131m\u0131n bir k\u00fclt\u00fcr-sanat ya da e\u011fitim program\u0131 kapsam\u0131nda haz\u0131rland\u0131\u011f\u0131 anla\u015f\u0131l\u0131yor.<\/em><\/figcaption><\/figure>\n\n\n\n

Bu projeyle \u00e7ocuklar sadece e\u011fitim alan edilgin kat\u0131l\u0131mc\u0131lar de\u011fil, e\u011fitim s\u00fcrecinin y\u00f6n\u00fcn\u00fc belirleyen etkin birer hak \u00f6znesi durumuna geldiler. Derne\u011fin Proje Koordinat\u00f6r\u00fc Mazlum Meng\u00fc\u00e7, projede e\u011fitmenlik yapan Cabbar Alp, Sosyal Hizmet Uzman\u0131 Emrah K\u0131r\u0131msoy, \u00e7ocuklar ve aileleri projeyi Muz\u0131r\u2019a anlatt\u0131.<\/p>\n\n\n\n

Mikrofon ba\u015f\u0131nda \u00f6zg\u00fcrle\u015fen sesler<\/strong><\/h2>\n\n\n\n

Proje kapsam\u0131nda \u00e7ocuk ve gen\u00e7ler, anadillerinde yarat\u0131c\u0131 dil at\u00f6lyelerine ve uygulamal\u0131 st\u00fcdyo \u00e7al\u0131\u015fmalar\u0131na kat\u0131ld\u0131lar. Se\u00e7tikleri animasyon karakterlerini Kurmanc\u00ee seslendirdiler. D\u00f6rt ayl\u0131k e\u011fitimin tamamlanmas\u0131n\u0131n ard\u0131ndan, yay\u0131na haz\u0131r \u00fc\u00e7 animasyon ve \u00e7izgi film i\u00e7eri\u011fi projenin kapan\u0131\u015f etkinli\u011finde izleyicilerle bulu\u015ftu. E\u011fitimi tamamlayan 10 \u00e7ocuk ve gen\u00e7 (6\u2019s\u0131 k\u0131z, 4\u2019\u00fc o\u011flan) anadillerindeki yarat\u0131c\u0131 \u00fcretimlerini Zarok TV\u2019de s\u00fcrd\u00fcr\u00fcyor. Film ve \u00e7izgi film projelerinin olmas\u0131 durumunda, \u00e7ocuk ve gen\u00e7ler Zarok TV\u2019nin kendileri i\u00e7in belirledi\u011fi karakterleri seslendiriyorlar.<\/p>\n\n\n\n

At\u00f6lyenin sekiz kat\u0131l\u0131mc\u0131s\u0131 ise anadillerinde yazd\u0131klar\u0131 \u00f6zg\u00fcn hik\u00e2yeleri \u201cNiv\u00eeskaren Pi\u00e7uk\u201d (K\u00fc\u00e7\u00fck Yazarlar) adl\u0131 \u00e7ocuk \u00f6yk\u00fc dergisine d\u00f6n\u00fc\u015ft\u00fcrd\u00fc.<\/p>\n\n\n\n

Proje, \u00e7ocuk ve gen\u00e7lerin k\u00fclt\u00fcrel haklar\u0131na eri\u015fimine katk\u0131da bulundu, anadillerine y\u00f6nelik aidiyet duygular\u0131n\u0131 g\u00fc\u00e7lendirdi. <\/p>\n\n\n\n

Kat\u0131l\u0131mc\u0131lar\u0131n anadillerinde yarat\u0131c\u0131 \u00fcretime dahil olduklar\u0131 proje, k\u00fclt\u00fcrel kat\u0131l\u0131m ve \u00e7o\u011fulculu\u011fu g\u00fc\u00e7lendiren s\u00fcrd\u00fcr\u00fclebilir bir k\u00fclt\u00fcr-sanat modelinin m\u00fcmk\u00fcn olabilece\u011fini de g\u00f6sterdi.<\/p>\n\n\n\n

Beklentileri a\u015fan yo\u011fun ilgi<\/strong><\/h2>\n\n\n\n

Koordinat\u00f6r Mazlum Meng\u00fc\u00e7, \u00e7ocuk ve gen\u00e7lerin projeye ilgisinin beklentilerinin \u00fczerinde oldu\u011funu s\u00f6yledi. At\u00f6lye i\u00e7in 15 ki\u015filik kontenjanlar\u0131 bulundu\u011funu duyurmalar\u0131na kar\u015f\u0131n ilginin yo\u011funlu\u011fu sebebiyle bu say\u0131y\u0131 20\u2019ye \u00e7\u0131kard\u0131klar\u0131n\u0131 kaydetti. Dernek, e\u011fitimler ba\u015flamadan \u00f6nce kat\u0131l\u0131m i\u00e7in ya\u015f s\u0131n\u0131r\u0131n\u0131 14-18 olarak belirlemi\u015fti ancak ba\u015fvurular\u0131n fazlal\u0131\u011f\u0131 sebebiyle ya\u015f aral\u0131\u011f\u0131n\u0131 da esnetmek zorunda kald\u0131. Meng\u00fc\u00e7, at\u00f6lye programlar\u0131 ve uygulamal\u0131 st\u00fcdyo \u00e7al\u0131\u015fmalar\u0131na Diyarbak\u0131r d\u0131\u015f\u0131ndaki kentlerden geni\u015f bir ya\u015f aral\u0131\u011f\u0131ndan ba\u015fvurular\u0131n ve \u00e7evrimi\u00e7i kat\u0131l\u0131m taleplerinin oldu\u011funu aktard\u0131. Kat\u0131l\u0131mc\u0131 \u00e7ocuklar ve ebeveynlerinin e\u011fitime istekli, d\u00fczenli ve keyifli bir \u015fekilde kat\u0131ld\u0131klar\u0131n\u0131 belirtti.<\/p>\n\n\n\n

Kat\u0131l\u0131mc\u0131lar hik\u00e2ye yazmay\u0131, yazd\u0131klar\u0131 hik\u00e2yeleri seslendirerek anadillerini duygular\u0131yla harmanlamay\u0131, do\u011fru tonlamay\u0131 ve karakter yaratmay\u0131 \u00f6\u011frendiler.<\/p>\n\n\n\n

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Foto\u011fraf: Mazlum Meng\u00fc\u00e7<\/em><\/figcaption><\/figure>\n\n\n\n

Meng\u00fc\u00e7, \u201cAt\u00f6lyeler ilerledik\u00e7e \u00e7ocuklar\u0131n Kurmanc\u00ee ile kurduklar\u0131 ba\u011f g\u00f6zle g\u00f6r\u00fcl\u00fcr bi\u00e7imde g\u00fc\u00e7lendi\u201d dedi. Meng\u00fc\u00e7\u2019e g\u00f6re, kamusal alanda g\u00f6r\u00fcnmez olan dilin \u00e7ocuklar\u0131n anadillerinde kendi sesleriyle i\u00e7erik \u00fcretmeleri, dile kar\u015f\u0131 bir sahiplenme ve aidiyet duygusu geli\u015ftirmelerini sa\u011flad\u0131.<\/p>\n\n\n\n

Dernek, ebeveynlere y\u00f6nelik birka\u00e7 at\u00f6lye d\u00fczenledi. Meng\u00fc\u00e7, ailelerin \u00e7ocuklar\u0131n\u0131n anadillerinde yazma, konu\u015fma ve kendini ifade etme becerilerindeki ilerlemeyi do\u011frudan g\u00f6zlemlemelerinin destek ve heyecanlar\u0131n\u0131 art\u0131rd\u0131\u011f\u0131n\u0131 s\u00f6yledi. Aileler, bu t\u00fcr projelerin devam etmesi y\u00f6n\u00fcndeki isteklerini derne\u011fe iletti.<\/p>\n\n\n\n

\u00c7ocuk ve gen\u00e7lerin anadillerinde dijital i\u00e7erik \u00fcretmeleri ve seslendirme yapmalar\u0131 hem k\u00fclt\u00fcrel haklar hem de \u00f6zg\u00fcven geli\u015fimleri a\u00e7\u0131s\u0131ndan \u00e7ok katmanl\u0131 bir s\u00fcre\u00e7. Meng\u00fc\u00e7, geni\u015f bir geli\u015fimsel yelpazedeki 20 kat\u0131l\u0131mc\u0131n\u0131n at\u00f6lyede bir arada olmas\u0131n\u0131n \u00f6\u011frenmeyi olumlu etkiledi\u011fini g\u00f6zlemledi. Ya\u015f\u0131 b\u00fcy\u00fck \u00e7ocuklar\u0131n ya\u015f\u0131 k\u00fc\u00e7\u00fck \u00e7ocuklara kendili\u011finden ment\u00f6rl\u00fck yapt\u0131klar\u0131n\u0131, b\u00f6ylece deneyim ve dil etkile\u015fiminin artt\u0131\u011f\u0131n\u0131 aktard\u0131.<\/p>\n\n\n\n

E\u011fitmenler, seslendirme ve yarat\u0131c\u0131 yaz\u0131 \u00e7al\u0131\u015fmalar\u0131n\u0131 kat\u0131l\u0131mc\u0131lar\u0131n d\u00fczey ve ilgisine g\u00f6re \u015fekillendirdi. Meng\u00fc\u00e7, bunu \u015fu s\u00f6zlerle anlatt\u0131: \u201cEn \u00f6nemlisi, \u00e7ocuklar kendi hik\u00e2yelerini kendileri yazd\u0131; i\u00e7eri\u011fin ham maddesi \u00e7ocuklar\u0131n kendi \u00fcretimiydi. Bu da etkin kat\u0131l\u0131m\u0131 en somut h\u00e2liyle hayata ge\u00e7irdi.\u201d<\/p>\n\n\n\n

\u00c7ekingenlikten \u00f6zg\u00fcvene uzanan k\u00f6pr\u00fc<\/strong><\/h2>\n\n\n\n

At\u00f6lyenin ard\u0131ndan kat\u0131l\u0131mc\u0131lar\u0131n bireysel (zihinsel, dilsel ve psikolojik) ve toplumsal (k\u00fclt\u00fcrel aidiyet ve de\u011ferler) geli\u015fimlerinde de de\u011fi\u015fiklikler g\u00f6zlemleyen Meng\u00fc\u00e7, g\u00f6zlemlerini \u015f\u00f6yle aktard\u0131:<\/p>\n\n\n\n

\u201cBa\u015fta \u00e7ekingen olanlar s\u00fcre\u00e7 sonunda kendi hik\u00e2yelerini rahat\u00e7a seslendirir h\u00e2le geldi. Psikolojik olarak \u00f6zg\u00fcvenleri artt\u0131, kendilerini ifade etmekte cesaretlendiler. Toplumsal olarak ise anadillerine ve k\u00fclt\u00fcrel kimliklerine dair bir aidiyet ve sahiplenme duygusu geli\u015ftirdiler. D\u00f6rt-be\u015f \u00e7ocu\u011fun seslendirmede belirgin bir yetenek sergilemesi, bu becerilerin bireysel bir ke\u015ffe d\u00f6n\u00fc\u015ft\u00fc\u011f\u00fcn\u00fc de g\u00f6sterdi.\u201d<\/p>\n\n\n\n

Dernek, Zarok TV\u2019de i\u00e7erik \u00fcreten \u00e7ocuklar d\u0131\u015f\u0131nda geride kalan 10 \u00e7ocu\u011fun becerilerini korumalar\u0131 ve geli\u015ftirmeleri i\u00e7in b\u00fcnyesinde bir kat\u0131l\u0131mc\u0131 a\u011f\u0131 ve \u00fcrettikleri i\u00e7erikleri ar\u015fivleyip payla\u015fabilecekleri bir alan olu\u015fturmay\u0131, ileri d\u00fczey at\u00f6lyeler d\u00fczenlemeyi planl\u0131yor. Medya ve k\u00fclt\u00fcr kurumlar\u0131yla i\u015fbirli\u011fi yaparak \u00e7ocuk ve gen\u00e7lere \u00fcretimlerini s\u00fcrd\u00fcrebilecekleri kal\u0131c\u0131 kanallar a\u00e7may\u0131 hedefliyor.<\/p>\n\n\n\n

S\u0131n\u0131rlar\u0131 a\u015fan model ve dil bariyeri<\/strong><\/h2>\n\n\n\n

\u00d6te yandan, projeye ba\u015fvurular sadece T\u00fcrkiye ile s\u0131n\u0131rl\u0131 kalmad\u0131. Farkl\u0131 \u00fclkelerden de ilgi g\u00f6sterenler oldu. Ba\u015fvuru say\u0131lar\u0131n\u0131n fazlal\u0131\u011f\u0131 ve co\u011frafi da\u011f\u0131n\u0131kl\u0131\u011f\u0131 dernek i\u00e7in zorluk olu\u015fturdu. Meng\u00fc\u00e7, \u201cBu kadar geni\u015f bir ilgiyi y\u00fcz y\u00fcze bir formatta kar\u015f\u0131lamak pek m\u00fcmk\u00fcn de\u011fil\u201d dedi. Bu ilgiyi \u201cbu modele duyulan ihtiyac\u0131n geni\u015f bir co\u011frafyaya yay\u0131lmas\u0131\u201d olarak yorumlad\u0131. \u00c7evrimi\u00e7i kat\u0131lma talebinin yo\u011funlu\u011fundan s\u00f6z ederek, e\u011fitimlerin \u00e7evrimi\u00e7i olarak y\u00fcr\u00fct\u00fclebilece\u011fini d\u00fc\u015f\u00fcnmeye ba\u015flad\u0131klar\u0131n\u0131 a\u00e7\u0131klad\u0131. Projeden haberdar olan ancak e\u011fitime kat\u0131lamayan \u00e7ocuklar da projeye ilgi g\u00f6sterdi. \u201cBu ilgi, bir yandan projenin ne kadar kar\u015f\u0131l\u0131k buldu\u011funu g\u00f6sterirken, di\u011fer yandan da bu t\u00fcr \u00e7al\u0131\u015fmalar\u0131 yayg\u0131nla\u015ft\u0131rma sorumlulu\u011funu bize hat\u0131rlatt\u0131\u201d diye konu\u015ftu.<\/p>\n\n\n\n

Meng\u00fc\u00e7\u2019e g\u00f6re, derne\u011fin u\u011fra\u015ft\u0131\u011f\u0131 en b\u00fcy\u00fck zorluk Kurmanc\u00ee\u2019de yeterli dil becerisine sahip \u00e7ocuk say\u0131s\u0131n\u0131n azl\u0131\u011f\u0131yd\u0131. Kurmanc\u00ee konu\u015fma ve yazma becerisi s\u0131n\u0131rl\u0131 olan \u00e7ocuklar\u0131n da e\u011fitime ba\u015fvurduklar\u0131n\u0131 ancak verimlili\u011fi sa\u011flamak i\u00e7in bu ba\u015fvurular\u0131 reddetmek zorunda kald\u0131klar\u0131n\u0131 aktard\u0131.<\/p>\n\n\n\n

Projeyi s\u00fcrd\u00fcrmek istediklerini belirterek, ileri d\u00fczey at\u00f6lyeler ve \u00e7evrimi\u00e7i bir formatla daha fazla \u00e7ocu\u011fa ula\u015fmay\u0131, projeyi b\u00fcy\u00fcterek devam ettirmeyi planlad\u0131klar\u0131n\u0131 kayda ge\u00e7irdi.<\/p>\n\n\n\n

\u00c7ocu\u011fu \u00f6zg\u00fcrle\u015ftiren deneyimler<\/strong><\/h2>\n\n\n\n

E\u011fitmen Cabbar Alp, e\u011fitim s\u00fcrecini ve st\u00fcdyoda \u00e7ocuklarla nas\u0131l \u00e7al\u0131\u015ft\u0131\u011f\u0131n\u0131 anlatt\u0131. T\u00fcm s\u00fcrecin verimli ge\u00e7ti\u011fini s\u00f6yleyen Alp, \u00e7ocuklar ve ebeveynlerinin ilgisinin kendilerini mutlu etti\u011fini belirtti: \u201c\u00c7ocuklar\u0131n aileleriyle birlikte kendi dillerinde, kendi hik\u00e2yelerini yazmalar\u0131, yazd\u0131klar\u0131 hik\u00e2yeleri sahnede canland\u0131rmalar\u0131 ve bunu yaparken g\u00f6zlerindeki mutlulu\u011fu g\u00f6rmek heyecan vericiydi.\u201d Kat\u0131l\u0131mc\u0131lar\u0131n projeye g\u00f6sterdikleri ilgiyi ve heyecanla st\u00fcdyoya girmelerini ise \u201ctarif edilemez bir mutluluk\u201d olarak niteledi.<\/p>\n\n\n\n

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Foto\u011fraf: Cabbar Alp<\/em><\/figcaption><\/figure>\n\n\n\n

At\u00f6lyeye \u015fehir d\u0131\u015f\u0131ndan kat\u0131l\u0131m taleplerini \u201cBu alanda nas\u0131l bir bo\u015flu\u011fun oldu\u011funu ve bu tarz projelere ne kadar ihtiya\u00e7 duyuldu\u011funu g\u00f6sterdi\u201d diyerek yorumlad\u0131.<\/p>\n\n\n\n

Alp\u2019e g\u00f6re, kat\u0131l\u0131mc\u0131lar\u0131n ya\u015f ortalamalar\u0131ndaki farkl\u0131l\u0131k ise \u201cdaha etkileyici ve birbirini pozitif etkileyen bir yarat\u0131m s\u00fcrecini ortaya \u00e7\u0131kard\u0131.\u201d<\/p>\n\n\n\n

Kat\u0131l\u0131mc\u0131lar e\u011fitimlerde frekans aral\u0131klar\u0131, ses de\u011fi\u015ftirme teknikleri, diyafram kullan\u0131m\u0131 gibi bir\u00e7ok konuda bilgi edindi. Zarok TV\u2019de de \u00e7al\u0131\u015fan Alp, en \u00e7ok Kurmanc\u00ee kullan\u0131m\u0131nda zorland\u0131klar\u0131n\u0131 anlatt\u0131: \u201cK\u00fcrt\u00e7enin kamusal alanda (okul, kre\u015f vb.) olmamas\u0131 ve sadece evlerde ihtiya\u00e7 temelli kullan\u0131lmas\u0131, g\u00fcndelik ya\u015famdan tutun da k\u00fclt\u00fcr-sanat faaliyetlerine kadar dijital alanda bile ihtiya\u00e7lar\u0131n tamamen ba\u015fka bir dilde gideriliyor olmas\u0131, K\u00fcrt\u00e7enin hem gramatik hem fonetik hem de do\u011fru tonlar\u0131yla ve kodlar\u0131yla kullan\u0131m\u0131nda yanl\u0131\u015flara ve deformasyonlara yol a\u00e7mas\u0131d\u0131r.\u201d<\/p>\n\n\n\n

Kat\u0131l\u0131mc\u0131lardan 10\u2019u Zarok TV\u2019nin st\u00fcdyosunda dublaj yap\u0131yor, bir\u00e7ok projede B (yard\u0131mc\u0131 rol) ve C (b\u00f6l\u00fcml\u00fck rol) karakterleri seslendiriyor.<\/p>\n\n\n\n

\u201cKendi dilimde de mutluyum\u201d<\/strong><\/h2>\n\n\n\n

Peki \u00e7ocuk ve gen\u00e7ler s\u00fcre\u00e7 boyunca psikososyal a\u00e7\u0131dan nas\u0131l geli\u015ftiler? Kendilerini ifade etme becerilerine dair hangi kazan\u0131mlar\u0131 elde ettiler?<\/p>\n\n\n\n

Alp, utanga\u00e7 bir k\u0131z \u00e7ocu\u011funun yapt\u0131klar\u0131 \u00f6zg\u00fcven al\u0131\u015ft\u0131rmalar\u0131 ve performans \u00e7al\u0131\u015fmalar\u0131ndan sonra topluluk kar\u015f\u0131s\u0131na \u00e7\u0131karak kendi hik\u00e2yesini ve hedeflerini y\u00fcksek sesle anlatmay\u0131 \u00f6\u011frendi\u011fini aktard\u0131. T\u00fcrk\u00e7e bilmedi\u011fi i\u00e7in okulun ilk g\u00fcn\u00fcnde akran zorbal\u0131\u011f\u0131na u\u011frayan bir o\u011flan \u00e7ocu\u011funun K\u00fcrt\u00e7eden nefret etmeye ba\u015flad\u0131\u011f\u0131n\u0131 ebeveynlerine s\u00f6yledi\u011fini ve onlardan da K\u00fcrt\u00e7e konu\u015fmay\u0131 b\u0131rakmalar\u0131n\u0131 istedi\u011fini anlatt\u0131. Yarat\u0131c\u0131l\u0131k e\u011fitimleri ve zek\u00e2 oyunlar\u0131n\u0131n ard\u0131ndan \u00e7ocu\u011fun K\u00fcrt\u00e7e hik\u00e2ye yazd\u0131\u011f\u0131n\u0131, bu hik\u00e2yeyi canland\u0131rd\u0131\u011f\u0131n\u0131 ve Niv\u00eeskaren Pi\u00e7uk\u2019u kastederek \u201cKendi dilimde de mutluyum\u201d dedi\u011fini payla\u015ft\u0131. Kendini ifade etmekte zorlanan ba\u015fka bir o\u011flan \u00e7ocu\u011funun ise e\u011fitimlerden sonra karikat\u00fcr \u00e7izdi\u011finden, sesini de\u011fi\u015ftirmeyi \u00f6\u011frendi\u011finden, \u201cK\u00fc\u00e7\u00fck Kara Bal\u0131k\u201d hik\u00e2yesinden esinlenerek bir bal\u0131k hik\u00e2yesi yazd\u0131\u011f\u0131ndan bahsetti.<\/p>\n\n\n\n

\u00c7ocuklar\u0131n \u00e7\u0131kard\u0131\u011f\u0131 \u201cNiv\u00eeskaren Pi\u00e7uk\u201d dergisine de de\u011findi. Alp, \u00e7ocuklar\u0131n anadillerinde oyun oynayarak ve hik\u00e2ye yazarak duygusal a\u00e7\u0131dan \u00f6zg\u00fcrle\u015ftiklerini, duygu ve d\u00fc\u015f\u00fcncelerini endi\u015felenmeden sosyal alanlar\u0131na ta\u015f\u0131d\u0131klar\u0131n\u0131 g\u00f6zlemledi. Buna dair hislerini \u015f\u00f6yle ifade etti: \u201cBu durum beni \u00e7ok mutlu etti. \u00c7\u00fcnk\u00fc kendi \u00e7ocuklu\u011fumda yapamad\u0131klar\u0131m\u0131, onlar\u0131n yapabildiklerini g\u00f6rmek asl\u0131nda hapsedilmi\u015f ve bir s\u00fcr\u00fc travmaya maruz kalm\u0131\u015f, i\u00e7imdeki k\u00fc\u00e7\u00fck \u00e7ocu\u011fu bir nebze olsun \u00f6zg\u00fcrle\u015ftirdi\u011fini hissettim.\u201d<\/p>\n\n\n\n

Kat\u0131l\u0131mc\u0131lar bu t\u00fcr e\u011fitimlerin s\u00fcrmesi y\u00f6n\u00fcndeki taleplerini derne\u011fe oldu\u011fu gibi Alp\u2019e de ilettiler. Projeyi sosyal medya \u00fczerinden takip eden di\u011fer \u00e7ocuk ve ebeveynler ise yeni e\u011fitimlerin d\u00fczenlenmesini talep etti. Bu durum Alp\u2019e g\u00f6re, \u201cdo\u011fru bir i\u015f yapt\u0131klar\u0131n\u0131 ve vermek istedikleri mesaj\u0131n yerine ula\u015ft\u0131\u011f\u0131n\u0131 g\u00f6sterdi.\u201d<\/p>\n\n\n\n

Hayallerin s\u0131n\u0131r\u0131 ve ger\u00e7ekli\u011fin engelleri<\/strong><\/h2>\n\n\n\n

Peki, bu \u00e7\u00f6z\u00fcm modelinin s\u0131n\u0131rlar\u0131 ve k\u0131s\u0131tlar\u0131 neler? Model b\u00f6lgedeki di\u011fer illerde uygulanabilir mi? Birle\u015fmi\u015f Milletler (BM) E\u011fitim, Bilim ve K\u00fclt\u00fcr \u00d6rg\u00fct\u00fc\u2019n\u00fcn (UNESCO) D\u00fcnya Tehlike Alt\u0131ndaki Diller Atlas\u0131\u2019nda \u2018tehlike alt\u0131ndaki diller\u2019 aras\u0131nda sayd\u0131\u011f\u0131  <\/strong>K\u00fcrt\u00e7enin Zazak\u00ee (Zazaca) leh\u00e7esine geni\u015fletilerek daha kitlesel ve s\u00fcrd\u00fcr\u00fclebilir bir yap\u0131ya kavu\u015fturulabilir mi? Bunun \u00f6n\u00fcnde ne gibi teknik, yap\u0131sal, finansal ve b\u00fcrokratik engeller var? <\/p>\n\n\n\n

Alp, K\u00fcrt\u00e7enin b\u00fct\u00fcn leh\u00e7elerinde bu t\u00fcr \u00e7al\u0131\u015fmalar yapmak istediklerini s\u00f6yledi. \u201cUla\u015fabildi\u011fimiz her yere ula\u015fmaya \u00e7al\u0131\u015f\u0131yoruz. Bu, bizim i\u00e7in bir tercih de\u011fil, zorunluluk\u201d dedi. Alp\u2019e g\u00f6re, K\u00fcrt\u00e7enin resm\u00ee stat\u00fcs\u00fcn\u00fcn olmamas\u0131, dilin g\u00fcnbeg\u00fcn erozyona u\u011framas\u0131 sebebiyle K\u00fcrt\u00e7e konu\u015fan kitlenin daralmas\u0131, e\u011fitmen ve sosyal \u00e7al\u0131\u015fmac\u0131 bulma g\u00fc\u00e7l\u00fc\u011f\u00fc, ekonomik zorluklar bu gibi projeleri s\u0131n\u0131rland\u0131r\u0131yor. Alp, t\u00fcm engel ve zorluklara ra\u011fmen hayal kurmaya devam ediyor: \u201cK\u0131t imk\u00e2nlarla b\u00fcy\u00fck i\u015fler yapmaya \u00e7al\u0131\u015f\u0131yoruz. En az\u0131ndan yapabilece\u011fimizin hayalini ya\u015f\u0131yor ve b\u00fcy\u00fct\u00fcyoruz. Ne de olsa hayal kurman\u0131n bir s\u0131n\u0131r\u0131 yok.\u201d<\/p>\n\n\n\n

Jenerikteki gurur<\/strong><\/h2>\n\n\n\n

Projeye kat\u0131lan \u00e7ocuklar ve ebeveynleri de projeyle ilgili duygu ve d\u00fc\u015f\u00fcncelerini aktard\u0131.<\/p>\n\n\n\n

E\u011fitime kat\u0131lan 11 ya\u015f\u0131ndaki 5. s\u0131n\u0131f \u00f6\u011frencisi, kendini daha iyi hissetti\u011fini s\u00f6yledi. \u201cSesimi duyurunca mutlu oluyorum. B\u00f6yle bir etkinli\u011fin par\u00e7as\u0131 oldu\u011fum i\u00e7in kendimle gurur duyuyorum\u201d dedi. E\u011fitimi arkada\u015flar\u0131na da \u00f6nerdi, e\u011fitime bir arkada\u015f\u0131yla birlikte kat\u0131ld\u0131. At\u00f6lyeye kat\u0131lmadan \u00f6nce st\u00fcdyoya girip seslendirme yapmay\u0131 denedi\u011fini, e\u011fitimin ard\u0131ndan e\u011fitmen Alp\u2019in olumlu yorum yapt\u0131\u011f\u0131n\u0131 belirtti. \u015eu anda Zarok TV\u2019de seslendirme yap\u0131yor. Bug\u00fcne kadar aralar\u0131nda \u201cStick Man\u201d, \u201cThe Magic School Bus\u201d gibi animasyon dizilerindeki d\u00f6rt karakteri seslendirdi. \u201cJenerikte ad\u0131m\u0131 g\u00f6r\u00fcnce gurur duyuyorum\u201d ifadelerini kulland\u0131.<\/p>\n\n\n\n

Ku\u015faklararas\u0131 k\u00fclt\u00fcrel devir<\/strong><\/h2>\n\n\n\n

\u00c7ocu\u011fun annesi Nedret Bozhan (50) da k\u0131z\u0131yla birlikte e\u011fitime kat\u0131ld\u0131. E\u011fitimden memnun kald\u0131\u011f\u0131n\u0131 s\u00f6yleyerek, \u201c\u00c7ocu\u011fumuzla kendi dilimizde konu\u015fmak bizim i\u00e7in gurur verici. Bunu o\u011flumla yapamam\u0131\u015ft\u0131m. K\u0131z\u0131mla ba\u015fard\u0131\u011f\u0131m\u0131z i\u00e7in mutluyum. K\u00fclt\u00fcr\u00fcm\u00fcz\u00fc y\u00fcr\u00fct\u00fcyoruz, sesimiz ilerliyor\u201d diye konu\u015ftu. E\u011fitimin k\u0131z\u0131n\u0131n \u00f6zg\u00fcvenine olumlu bir etkisi oldu\u011funu g\u00f6zlemledi.<\/p>\n\n\n\n

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Foto\u011fraf: Nedret Bozhan ve k\u0131z\u0131<\/em><\/figcaption><\/figure>\n\n\n\n

At\u00f6lyede ebeveynlerin \u00e7ocuklardan daha \u00e7ekingen oldu\u011funu g\u00f6zlemleyen Bozhan, \u201c\u0130\u00e7imizdeki bir \u015feyleri k\u0131rd\u0131k. Kendimizle bar\u0131\u015ft\u0131k\u201d dedi.<\/p>\n\n\n\n

O\u011fluyla K\u00fcrt\u00e7e konu\u015famad\u0131klar\u0131n\u0131 anlatt\u0131. Anadilini sonradan \u00f6\u011frenen o\u011flu (16) \u00fcniversite s\u0131nav\u0131na haz\u0131rland\u0131\u011f\u0131 i\u00e7in e\u011fitime kat\u0131lmad\u0131. O\u011flunun \u201cAnne, ben anl\u0131yorum ama konu\u015fam\u0131yorum\u201d dedi\u011fini, K\u00fcrt\u00e7e konu\u015fmaktan ka\u00e7\u0131nd\u0131\u011f\u0131n\u0131 aktard\u0131.<\/p>\n\n\n\n

Merakl\u0131 \u00e7ocuklar, bilin\u00e7li c\u00fcmleler<\/strong><\/h2>\n\n\n\n

Dokuz ya\u015f\u0131ndaki, 3. s\u0131n\u0131f \u00f6\u011frencisi at\u00f6lyenin e\u011flenceli ve e\u011fitici oldu\u011funu \u201cBir\u00e7ok a\u00e7\u0131dan beni geli\u015ftirdi\u011fini d\u00fc\u015f\u00fcn\u00fcyorum. Bu e\u011fitim s\u00fcreci benim i\u00e7in \u00e7ok heyecanl\u0131yd\u0131\u201d diyerek ifade etti. E\u011fitimi \u00e7evresine ve arkada\u015flar\u0131na anlatt\u0131\u011f\u0131n\u0131, e\u011fitimin onlar\u0131 da heyecanland\u0131rd\u0131\u011f\u0131n\u0131 aktard\u0131. E\u011fitimin kendisi \u00fczerindeki etkilerini ise \u015f\u00f6yle ifade etti: \u201cBu proje, beni bir\u00e7ok y\u00f6nden daha merakl\u0131 k\u0131ld\u0131. \u00c7evremle olan ileti\u015fimimde iyiye do\u011fru de\u011fi\u015fiklikler oldu\u011funu fark ettim.\u201d \u0130rlanda yap\u0131m\u0131 okul \u00f6ncesi animasyon dizisi Atom Town\u2019daki \u201cCalcium\u201d karakterini seslendirdi. Seslendirme yapmaya devam etmek ve kendini daha fazla geli\u015ftirmek istedi\u011fini belirtti.<\/p>\n\n\n\n

Ge\u00e7mi\u015fle bug\u00fcn\u00fc kar\u015f\u0131la\u015ft\u0131ran k\u00fclt\u00fcrel geli\u015fim<\/strong><\/h2>\n\n\n\n

Hilal Meliko\u011flu (36), e\u011fitime o\u011fluyla birlikte kat\u0131ld\u0131. E\u011fitimin o\u011fluna olan etkisini \u015fu s\u00f6zlerle anlatt\u0131: \u201cBu e\u011fitim, Robin i\u00e7in iyi bir deneyim oldu. Bir yandan kendi k\u00fclt\u00fcr\u00fcn\u00fc ve dilini sahiplendi, di\u011fer yandan merak etti\u011fi konularda daha fazla soru sordu\u201d O\u011flunun e\u011fitimden sonra daha bilin\u00e7li ve daha se\u00e7ici bir \u015fekilde konu\u015ftu\u011funu g\u00f6zlemledi: \u201cSe\u00e7ti\u011fi kelimeler ve bunlara anlam y\u00fcklemesi geli\u015fimini bize daha iyi g\u00f6steriyor. Sordu\u011fu sorularla bug\u00fcn\u00fc ve ge\u00e7mi\u015fi k\u0131yaslayarak k\u00fclt\u00fcrel geli\u015fimin onun \u00fczerindeki etkilerini g\u00f6r\u00fcyoruz.\u201d <\/p>\n\n\n\n

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Foto\u011fraf: Hilal Meliko\u011flu<\/em><\/figcaption><\/figure>\n\n\n\n

Ya\u015fama p\u00fcr dikkat odaklanmak<\/strong><\/h2>\n\n\n\n

On bir ya\u015f\u0131ndaki, 5. s\u0131n\u0131f \u00f6\u011frencisi e\u011fitime kat\u0131ld\u0131ktan sonra sesini ve diyafram\u0131n\u0131 do\u011fru kullanmaya ba\u015flad\u0131. Daha \u00f6zg\u00fcvenli konu\u015fmay\u0131 \u00f6\u011frendi. Verimli ve e\u011flenceli ge\u00e7en e\u011fitimin en g\u00fczel yan\u0131n\u0131n \u00e7ocuk dergisi \u00e7\u0131karmak oldu\u011funu kaydetti. At\u00f6lyede bir\u00e7ok arkada\u015f\u0131 oldu\u011funu s\u00f6yledi. Zarok TV yap\u0131m\u0131 animasyon dizisinde \u201cAzad\u201d isimli karakteri seslendirdi ve anonim bir karakteri canland\u0131rd\u0131. E\u011fitimin ya\u015fam\u0131na olan etkisini \u015f\u00f6yle anlatt\u0131: \u201cHedeflerime p\u00fcr dikkat odaklanmam gerekti\u011fini, ba\u015farmak istedi\u011fim \u015feyler i\u00e7in \u00e7al\u0131\u015fmak, disiplinli olmak, pes etmemek ve \u00f6zg\u00fcvenli konu\u015fmam gerekti\u011fini \u00f6\u011frendim.\u201d  <\/p>\n\n\n\n

Anadilinde e\u011fitim alman\u0131n \u00f6nemini, anadili ve k\u00fclt\u00fcr\u00fcyle kurdu\u011fu ili\u015fkiyi \u015fu ifadelerle vurgulad\u0131: \u201cEn \u00f6nemlisi at\u00f6lyemizde sadece K\u00fcrt\u00e7e konu\u015ftuk.Dillerin konu\u015ftuk\u00e7a peki\u015fti\u011fini ve hayat\u0131m\u0131za daha \u00e7ok girdi\u011fini anlad\u0131m. Kendi anadilimi k\u00fclt\u00fcrel ve e\u011fitimsel ortamda g\u00f6rmek beni mutlu etti. Art\u0131k kendi k\u00fclt\u00fcr\u00fcm ve dilimle ilgili \u00e7ok daha g\u00fczel ve farkl\u0131 \u00e7al\u0131\u015fmalar yapmak istiyorum.\u201d<\/p>\n\n\n\n

Toplumsal aidiyet ve sanatla derinle\u015fen fark\u0131ndal\u0131k<\/strong><\/h2>\n\n\n\n

\u0130brahim Y\u0131ld\u0131z (43), at\u00f6lyenin bir b\u00f6l\u00fcm\u00fcne o\u011fluyla birlikte kat\u0131ld\u0131. E\u011fitimin o\u011flunun ki\u015filik geli\u015fimine, toplumsal aidiyet kazanmas\u0131na ve k\u00fclt\u00fcrel de\u011ferleri edinmesinde olumlu bir etkisi oldu\u011funa tan\u0131kl\u0131k etti: \u201c\u00c7ocu\u011fum ait oldu\u011fu toplumla ilgili k\u00fclt\u00fcrel \u00e7al\u0131\u015fmalara kat\u0131larak toplumuna ve k\u00fclt\u00fcr\u00fcne ait pozitif bir bak\u0131\u015f a\u00e7\u0131s\u0131 geli\u015ftirdi ve derin ba\u011flar kurdu. Bu durum, ona fark\u0131ndal\u0131k kazand\u0131rarak \u00f6zg\u00fcven, aidiyet ve de\u011ferli olma duygular\u0131n\u0131 peki\u015ftirip ki\u015fili\u011fini geli\u015ftirdi\u201d.<\/p>\n\n\n\n

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Foto\u011fraf: \u0130brahim Y\u0131ld\u0131z<\/em><\/figcaption><\/figure>\n\n\n\n

\u00c7ocu\u011funun anadili ve k\u00fclt\u00fcr\u00fcyle art\u0131k daha anlaml\u0131 ve derin bir ba\u011f kurdu\u011funu anlatt\u0131: \u201cDilini sanatsal ve entelekt\u00fcel \u00e7al\u0131\u015fmalar i\u00e7inde g\u00f6ren \u00e7ocu\u011fum diliyle daha anlaml\u0131 ve derin ba\u011flar geli\u015ftirdi. Kendi dilinde konu\u015fmaya, kitap okumaya, yaz\u0131 yazmaya ve \u00fcretmeye daha istekli h\u00e2le geldi.\u201d<\/p>\n\n\n\n

\u201cSenin dilin, senin hik\u00e2yen g\u00f6r\u00fcn\u00fcr olmaya de\u011fer\u201d<\/strong><\/h2>\n\n\n\n

\u00c7ocuk haklar\u0131, \u00e7ocuk kat\u0131l\u0131m\u0131 ve yeti\u015fkin-\u00e7ocuk aras\u0131ndaki g\u00fc\u00e7 dengesinin e\u015fitlenmesi \u00fczerine \u00e7al\u0131\u015fan <\/strong>Emrah K\u0131r\u0131msoy, projeyi \u00e7\u00f6z\u00fcm modeli, ba\u015far\u0131 kriterleri, s\u0131n\u0131rl\u0131l\u0131klar ve eksiklikler bak\u0131m\u0131ndan de\u011ferlendirdi.<\/p>\n\n\n\n

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Foto\u011fraf: Emrah K\u0131r\u0131msoy<\/em><\/figcaption><\/figure>\n\n\n\n

K\u0131r\u0131msoy\u2019a g\u00f6re, Deng \u00fb Reng, \u00e7ocuklar\u0131n kendi anadillerinde kendi sesleriyle, kendi k\u00fclt\u00fcrel ba\u011flamlar\u0131 i\u00e7inde \u00fcretebilecekleri yeni bir \u00fcretim alan\u0131 <\/strong>a\u00e7\u0131yor. K\u0131r\u0131msoy, bunun \u00f6nemini \u015fu s\u00f6zlerle vurgulad\u0131: \u201cDiyarbak\u0131r gibi \u00e7ok g\u00fc\u00e7l\u00fc bir k\u00fclt\u00fcrel haf\u0131zaya sahip bir kentte, \u00e7ocuklar\u0131n Kurmanc\u00ee \u00fczerinden seslendirme \u00e7al\u0131\u015fmalar\u0131 yapmas\u0131, anadili evin ya da \u00f6zel alan\u0131n s\u0131n\u0131rlar\u0131ndan \u00e7\u0131kar\u0131p kamusal, sanatsal ve yarat\u0131c\u0131 bir alana ta\u015f\u0131yor. Bu, \u00e7ocuklara \u2018Sen, senin sesin, senin dilin, senin hik\u00e2yen g\u00f6r\u00fcn\u00fcr olmaya de\u011fer\u2019 diyor.\u201d<\/p>\n\n\n\n

\u00d6te yandan, projenin tek bir etkinlik \u015feklinde tasarlanmamas\u0131 da \u00f6nem ta\u015f\u0131yor.  <\/strong>Kat\u0131l\u0131mc\u0131lar\u0131n \u00fcrettikleri eserlerin g\u00f6steriminin yap\u0131lmas\u0131, \u00e7ocuklar\u0131n yerel d\u00fczeyde kabul g\u00f6rmelerini sa\u011flad\u0131. K\u0131r\u0131msoy, \u00e7ocuklar\u0131n emek ve \u00fcretimlerinin kamusal alanda g\u00f6r\u00fcn\u00fcr olmas\u0131n\u0131n \u00f6nemli ve bir \u00e7ocuk i\u00e7in bunun anlam\u0131n\u0131n b\u00fcy\u00fck oldu\u011funa \u015f\u00f6yle dikkat \u00e7ekti: \u201cBenim sesim duyuldu, eme\u011fim g\u00f6r\u00fcld\u00fc, dilim de\u011ferli bulundu. Var\u0131m!\u201d<\/p>\n\n\n\n

\u00c7ocuklar\u0131n k\u00fclt\u00fcrel ya\u015fam\u0131n etkin \u00fcreticileri h\u00e2line gelmelerini \u201cetkin kat\u0131l\u0131m\u0131n\u0131n temeli\u201d olarak tan\u0131mlad\u0131. \u00c7ocuklar\u0131n eme\u011finin bir kar\u015f\u0131l\u0131\u011f\u0131n\u0131n olmas\u0131yla etkin kat\u0131l\u0131m\u0131n sa\u011fland\u0131\u011f\u0131n\u0131 ifade etti: \u201cKat\u0131l\u0131m yaln\u0131zca \u00e7ocuklara soru sormak ya da onlar\u0131 bir etkinli\u011fe davet etmek de\u011fildir. Anlaml\u0131 ve etkin kat\u0131l\u0131m, \u00e7ocu\u011fun s\u00f6z\u00fcn\u00fcn ve eme\u011finin bir kar\u015f\u0131l\u0131k \u00fcretmesidir. Deng \u00fb Reng\u2019de \u00e7ocuklar\u0131n seslendirdi\u011fi eserlerin izleyiciyle bulu\u015fmas\u0131, kat\u0131l\u0131m\u0131n somut bir \u00fcr\u00fcne d\u00f6n\u00fc\u015fmesini sa\u011fl\u0131yor.\u201d<\/p>\n\n\n\n

Kat\u0131l\u0131mc\u0131lar\u0131n Zarok TV\u2019de \u00fcretmeye devam etmelerini ise \u201cbir e\u015fik\u201d olarak niteledi. Bu somut \u00e7\u0131kt\u0131lar\u0131 \u00e7ocuklar a\u00e7\u0131s\u0131ndan \u201cg\u00fc\u00e7lendirici bir deneyim\u201d olarak de\u011ferlendirdi: \u201c\u00d6\u011frendi\u011fi \u015feyin bir kar\u015f\u0131l\u0131\u011f\u0131 oldu\u011funu, devam edebilece\u011fini ve kamusal bir alanda de\u011fer bulabilece\u011fini g\u00f6r\u00fcr. Bu \u00e7al\u0131\u015fmaya tan\u0131k olan ya da ondan haberdar olan \u00e7ocuklar i\u00e7in ise \u2018yapabilirlik\u2019 \u00f6rne\u011fi sunar, ilham verir. Bu y\u00fczden bu \u00e7\u0131kt\u0131lar\u0131 s\u00fcrd\u00fcr\u00fclebilirli\u011fin tamamlanmas\u0131 olarak de\u011fil, s\u00fcrd\u00fcr\u00fclebilirli\u011fe a\u00e7\u0131lan g\u00fc\u00e7l\u00fc bir hat  <\/strong>olarak g\u00f6rmek gerekir. Kal\u0131c\u0131l\u0131k i\u00e7in bu deneyimlerin t\u00fcm \u00e7ocuklara ve d\u00fczenli destek mekanizmalar\u0131na yay\u0131lmas\u0131 gerekir.\u201d<\/p>\n\n\n\n

Sivil toplumun s\u0131n\u0131rlar\u0131 ve yap\u0131sal bariyerler<\/strong><\/h2>\n\n\n\n

Bu proje modelinin Diyarbak\u0131r\u2019a benzer sosyok\u00fclt\u00fcrel yap\u0131ya sahip \u015fehirlerde yayg\u0131nla\u015ft\u0131r\u0131labilece\u011fini, bunun \u00f6n\u00fcnde teknik, finansal ve b\u00fcrokratik engellerin yan\u0131 s\u0131ra yap\u0131sal engeller oldu\u011funa i\u015faret etti: \u201cDaha derinde yap\u0131sal bir mesele var: T\u00fcrkiye\u2019de \u00e7ocuklar\u0131n kendi dillerini kullanma, k\u00fclt\u00fcrel aidiyetlerini ya\u015fama ve kimliklerini \u00f6zg\u00fcrce ifade etme haklar\u0131 h\u00e2l\u00e2 dar bir \u00e7er\u00e7evede ele al\u0131n\u0131yor.\u201d<\/p>\n\n\n\n

K\u0131r\u0131msoy, T\u00fcrkiye\u2019nin taraf oldu\u011fu BM \u00c7ocuk Haklar\u0131 S\u00f6zle\u015fmesi\u2019nde \u00e7ekince koydu\u011fu 17., 29. ve 30. maddeleri hat\u0131rlatt\u0131. Bu maddeler \u00e7ocuklar\u0131n bilgiye eri\u015fimini, e\u011fitim ama\u00e7lar\u0131n\u0131 ve az\u0131nl\u0131k haklar\u0131n\u0131 koruma alt\u0131na al\u0131yor. T\u00fcrkiye\u2019nin bu \u00e7ekincesinin K\u00fcrt \u00e7ocuklar\u0131n anadil ve k\u00fclt\u00fcrel haklar\u0131n\u0131n kamusal politika alan\u0131nda g\u00fc\u00e7l\u00fc bir bi\u00e7imde tan\u0131nmas\u0131n\u0131 s\u0131n\u0131rlayan bir zemin yaratt\u0131\u011f\u0131n\u0131 belirtti: \u201cBu t\u00fcr modeller, kamusal bir hak y\u00fck\u00fcml\u00fcl\u00fc\u011f\u00fcn\u00fcn par\u00e7as\u0131 olarak de\u011fil, sivil toplumun k\u00fclt\u00fcrel proje faaliyeti olarak yap\u0131land\u0131r\u0131labiliyor. Oysa mesele sadece \u2018K\u00fcrt\u00e7e dublaj e\u011fitimi\u2019 de\u011fildir. Mesele, \u00e7ocuklar\u0131n kendi dillerinde k\u00fclt\u00fcrel ya\u015fama kat\u0131lma, \u00fcretme ve g\u00f6r\u00fcn\u00fcr olma hakk\u0131d\u0131r.\u201d<\/p>\n\n\n\n

G\u00f6r\u00fcnmezli\u011fe kar\u015f\u0131 g\u00fc\u00e7l\u00fc bir destek<\/strong><\/h2>\n\n\n\n

K\u0131r\u0131msoy\u2019a g\u00f6re, Deng \u00fb Reng gibi sanat ve dil odakl\u0131 mikro \u00e7\u00f6z\u00fcmler, \u00e7ocuk i\u015f\u00e7ili\u011fi, e\u011fitimden kopu\u015f, dilsel d\u0131\u015flanma gibi bir\u00e7ok sorun ve hak ihlalini ortadan kald\u0131ramaz ancak bunlar\u0131 daha fazla g\u00f6r\u00fcn\u00fcr k\u0131lar. \u201c\u00c7ocuklar\u0131n sesini g\u00fc\u00e7lendirir ve kamuya sorumlulu\u011funu hat\u0131rlat\u0131r.\u201d Bu t\u00fcr projeler, \u201c\u00c7ocu\u011fa ses, alan, aidiyet ve g\u00fc\u00e7lenme deneyimi kazand\u0131r\u0131r. \u00c7ocuk yaln\u0131zca \u2018risk alt\u0131ndaki \u00e7ocuk\u2019 olarak de\u011fil; \u00fcreten, ifade eden, g\u00f6r\u00fcn\u00fcr olan bir \u00f6zne olarak kabul edilir. Bu, \u00e7ocuklar\u0131n g\u00f6r\u00fcnmezle\u015fmesine, muhatap al\u0131nmamas\u0131na ve de\u011fersiz hissetmesine kar\u015f\u0131 g\u00fc\u00e7l\u00fc bir destek olu\u015fturur.\u201d<\/p>\n\n\n\n

\u00c7ocuklarla birlikte, \u00e7ocuklar i\u00e7in tasarlamak<\/strong><\/h2>\n\n\n\n

K\u0131r\u0131msoy, k\u00fclt\u00fcr-sanat yoluyla \u00e7ocuk koruma ya da kat\u0131l\u0131m mekanizmas\u0131 kurmak isteyen di\u011fer hak odakl\u0131 sivil toplum \u00f6rg\u00fctlerine (ST\u00d6) \u00f6neride bulundu. ST\u00d6\u2019lere k\u00fclt\u00fcr-sanat \u00e7al\u0131\u015fmalar\u0131n\u0131 yaln\u0131zca etkinlik olarak de\u011fil, \u00e7ocuklar\u0131n haklar\u0131n\u0131 deneyimledi\u011fi alanlar olarak tasarlamalar\u0131n\u0131 \u00f6nerdi. K\u00fclt\u00fcr-sanat \u00e7al\u0131\u015fmalar\u0131n\u0131n hak temelli d\u00fczenlenmesi durumunda \u00e7ocuk koruma ve kat\u0131l\u0131m mekanizmas\u0131na d\u00f6n\u00fc\u015febilece\u011finin alt\u0131n\u0131 \u00e7izdi: \u201c\u00c7\u00fcnk\u00fc \u00e7ocuk bu s\u00fcre\u00e7te kendini ifade eder, akranlar\u0131yla ba\u011f kurar, yeti\u015fkinlerin \u00f6zenli e\u015fli\u011fini deneyimler, g\u00f6r\u00fcn\u00fcr olur ve kendi eme\u011finin de\u011ferini fark eder. Kamusal alanda var olur, var eder.\u201d<\/p>\n\n\n\n

\u00d6rg\u00fctlere, projenin i\u015fleyi\u015fini \u00e7ocuklarla birlikte haz\u0131rlamalar\u0131n\u0131 tavsiye etti. \u00c7ocuklar\u0131n sadece kat\u0131l\u0131mc\u0131 olmakla yetinmeyerek konu se\u00e7iminden \u00fcr\u00fcnlerin payla\u015f\u0131m\u0131na kadar olan t\u00fcm a\u015famalarda s\u00f6z sahibi olmalar\u0131 gerekti\u011fini vurgulad\u0131. Kat\u0131l\u0131mc\u0131 \u00e7ocuklar\u0131n ki\u015fisel veri ve \u00fcretimlerini payla\u015f\u0131rken etik ilkelere uymak gerekti\u011fini kaydetti. <\/p>\n\n\n\n

Projenin g\u00fcc\u00fc i\u00e7in yan\u0131tlanmas\u0131 gereken sorulara dikkat \u00e7ekti: \u201c\u00c7ocuk, s\u00fcre\u00e7te kendini g\u00fcvende hissetti mi? S\u00f6z\u00fcn\u00fcn bir kar\u015f\u0131l\u0131\u011f\u0131 oldu mu? Kendi dilinde ve kendi \u00fcslubuyla ifade kurabildi mi? Proje sonras\u0131nda devam edebilece\u011fi bir alan olu\u015ftu mu?\u201d<\/p>\n\n\n\n

Yerel ekosistem \u015fart\u0131<\/strong><\/p>\n\n\n\n

\u201cBu t\u00fcr \u00e7al\u0131\u015fmalar mutlaka yerel ortakl\u0131klarla desteklenmeli\u201d diyen K\u0131r\u0131msoy, yerel y\u00f6netimler, yerel medya, k\u00fclt\u00fcr kurumlar\u0131, okullar, \u00e7ocuk haklar\u0131 \u00f6rg\u00fctleri ve sanat\u00e7\u0131lar\u0131n birlikte d\u00fc\u015f\u00fcnmeleri gerekti\u011fini belirtti: \u201c\u00c7\u00fcnk\u00fc \u00e7ocuklar\u0131n k\u00fclt\u00fcrel haklar\u0131 tek bir kurumun ta\u015f\u0131yabilece\u011fi bir alan de\u011fildir; yerel bir ekosistem gerektirir.\u201d<\/p>\n\n\n\n

S\u0131n\u0131rlar\u0131 a\u015fan ortak g\u00fc\u00e7: D\u00fcnyadan ilham veren modeller<\/strong><\/p>\n\n\n\n

K\u00fclt\u00fcrel haklar, dilsel \u00e7e\u015fitlilik ve \u00e7ocuk\/gen\u00e7 kat\u0131l\u0131m\u0131n\u0131 oda\u011f\u0131na alan  <\/strong>Deng \u00fb Reng\u2019in T\u00fcrkiye\u2019de ve d\u00fcnyada benzer dinamiklerle y\u00fcr\u00fct\u00fclen \u00f6rnekleri de bulunuyor. Dezavantajl\u0131 veya tehlike alt\u0131ndaki dilleri \u00e7ocuk ve gen\u00e7lerin yarat\u0131c\u0131 \u00fcretimleriyle (seslendirme, animasyon ve dijital medya arac\u0131l\u0131\u011f\u0131yla) ya\u015fatmay\u0131 hedefleyen benzer projelerle canland\u0131rma \u00e7al\u0131\u015fmalar\u0131 yap\u0131l\u0131yor.<\/p>\n\n\n\n

Meksika\u2019da yok olma tehlikesi alt\u0131ndaki 68 yerli dili (Nahuatl, Maya, Zapotek vb.) korumak i\u00e7in ba\u015flat\u0131lan animasyon projesi \u201c68 Voces, 68 Corazones\u201d (\u201c68 Ses, 68 Kalp\u201d) bunlardan biri. <\/strong>Meksikal\u0131 grafik tasar\u0131mc\u0131 ve y\u00f6netmen Gabriela Badillo, <\/strong>Maya k\u00f6kenli dedesinin \u00f6l\u00fcm\u00fcn\u00fcn ard\u0131ndan onunla birlikte yok olan dilsel ve k\u00fclt\u00fcrel miras\u0131 fark etti. 2013\u2019te ba\u015flatt\u0131\u011f\u0131 proje kapsam\u0131nda yerli halklar\u0131n kadim hik\u00e2yeleri ve mitlerini, o dilleri konu\u015fan topluluk ve gen\u00e7lerin kendi dillerinde seslendirmelerini ve k\u0131sa animasyon filmlerine d\u00f6n\u00fc\u015ft\u00fcrmelerini sa\u011flad\u0131.<\/p>\n\n\n\n

Yeni Zelanda\u2019n\u0131n yerli dili Te Reo M\u0101ori, 20. y\u00fczy\u0131l\u0131n ortalar\u0131nda ciddi bir \u015fekilde geriledi. 1970\u2019lerde dili ak\u0131c\u0131 konu\u015fabilenlerin say\u0131s\u0131 h\u0131zla azal\u0131nca, \u00fclkede dil yuvalar\u0131, M\u0101ori okullar\u0131 ve M\u0101ori medyas\u0131 gibi kapsaml\u0131 canland\u0131rma programlar\u0131 ba\u015flat\u0131ld\u0131. 1987\u2019de M\u0101ori dili resm\u00ee dil stat\u00fcs\u00fc kazand\u0131 ve televizyon (TV) yay\u0131nc\u0131l\u0131\u011f\u0131 dilin yeniden g\u00f6r\u00fcn\u00fcr olmas\u0131nda \u00f6nemli rol oynad\u0131. Te Karere ve M\u0101ori Television gibi TV kanallar\u0131 arac\u0131l\u0131\u011f\u0131yla uzun zamand\u0131r e\u011fitimde ve medyada dili canl\u0131 tutmak i\u00e7in \u00e7al\u0131\u015fmalar y\u00fcr\u00fct\u00fcl\u00fcyor. M\u0101ori gen\u00e7ler ve yerel ses sanat\u00e7\u0131lar\u0131 pop\u00fcler k\u00fcresel \u00e7izgi filmleri (\u201cSpongeBob\u201d, \u201cMoana\u201d veya \u201cThe Lion King\u201d), yerli dillerinde yeniden seslendirdi.<\/p>\n\n\n\n

Kanada\u2019daki Indigenous Youth Roots kurulu\u015fu yerli gen\u00e7lerin geleneksel dilleriyle yeniden ba\u011f kurmas\u0131n\u0131 hedefleyen \u201cWords in Motion\u201d (\u201cHareket H\u00e2lindeki S\u00f6zc\u00fckler\u201d) canland\u0131rma program\u0131n\u0131 hayata ge\u00e7irdi. Program, 18-29 ya\u015f aras\u0131ndaki yerli gen\u00e7lere \u00e7evrimi\u00e7i ortamda kendi atalar\u0131n\u0131n dillerini \u00f6\u011frenme ve kullanma olana\u011f\u0131 sundu. Kat\u0131l\u0131mc\u0131lar, anadillerinde kendilerini ifade etmeyi \u00f6\u011frendi; akranlar\u0131yla dil prati\u011fi yapt\u0131, liderlik becerileri geli\u015ftirdi ve topluluk ba\u011flar\u0131n\u0131 kuvvetlendirdi. Sesli ve g\u00f6rsel i\u00e7erikler \u00fcreterek akran ment\u00f6rl\u00fc\u011f\u00fc yapt\u0131.<\/p>\n\n\n\n

Unutulmaya y\u00fcz tutan dillerin \u00e7ocuk haf\u0131zas\u0131<\/strong><\/h2>\n\n\n\n

T\u00fcrkiye\u2019de ise baz\u0131 ST\u00d6\u2019ler, hak odakl\u0131 dernekler ve k\u00fclt\u00fcr-sanat kurumlar\u0131, UNESCO kriterlerine g\u00f6re yok olma tehlikesi alt\u0131ndaki dilleri ya da anadili pratiklerini yarat\u0131c\u0131 at\u00f6lyelerle \u00e7ocuklara aktarmaya \u00e7al\u0131\u015ft\u0131. \u00c7ocuklar\u0131n ebeveynleri veya b\u00fcy\u00fckanne\/b\u00fcy\u00fckbabalar\u0131yla s\u00f6yle\u015filer yaparak aile dillerini (S\u00fcryanice, Ermenice, Arap\u00e7a vb.) kaydettikleri \u201cDijital Hik\u00e2ye Anlat\u0131c\u0131l\u0131\u011f\u0131\u201d <\/strong>at\u00f6lyeleri d\u00fczenledi. \u00c7ocuklar kendi sesleriyle k\u0131sa videolar \u00e7ekerek veya podcast\u2019ler yaparak k\u00fclt\u00fcrel \u00fcretime kat\u0131ld\u0131lar. Bunlardan biri, Do\u011fu Karadeniz B\u00f6lgesi\u2019nde tehlike alt\u0131ndaki diller ve k\u00fclt\u00fcrler \u00fczerine \u00e7al\u0131\u015fan Gola K\u00fclt\u00fcr Sanat ve Ekoloji Derne\u011fi\u2019nin \u00e7ocuklara y\u00f6nelik d\u00fczenledi\u011fi dil ve sanat kamplar\u0131. \u00c7ocuklar, unutulmaya y\u00fcz tutmu\u015f Lazca ve Hem\u015fince tekerleme, masal ve \u015fark\u0131lar\u0131 yarat\u0131c\u0131 drama, m\u00fczik ve ses at\u00f6lyelerinde yeniden \u00fcreterek kay\u0131t alt\u0131na ald\u0131. <\/p>\n\n\n\n

Deng \u00fb Reng projesini y\u00fcr\u00fcten \u00d6nce \u00c7ocuklar Derne\u011fi, <\/strong>\u0130svi\u00e7re B\u00fcy\u00fckel\u00e7ili\u011fi\u2019nin deste\u011fiyle 2022\u2019de \u201cD\u00fcnyadan K\u00fcrt\u00e7e Sesler\u201d \u00e7al\u0131\u015fmas\u0131n\u0131hayata ge\u00e7irdi.<\/p>\n\n\n\n

\"\"
G\u00f6rsel: \u201cD\u00fcnyadan K\u00fcrt\u00e7e Sesler\u201d projesinde yay\u0131mlanan kitaplar<\/em><\/figcaption><\/figure>\n\n\n\n

D\u00fcnya edebiyat\u0131ndaki \u00e7ocuk klasiklerinden 10 kitap (Tom Sawyer, Pinokyo, Monte Kristo Kontu vb.) Kurmanc\u00ee seslendirilerek sesli kitaba d\u00f6n\u00fc\u015ft\u00fcr\u00fcld\u00fc, g\u00f6rsel betimlemeler eklenerek dijital mecralarda ve Zarok TV\u2019de yay\u0131nland\u0131. <\/p>\n\n\n\n

M\u00fczelik nesne de\u011fil, ya\u015fayan devingen yap\u0131<\/strong><\/h2>\n\n\n\n

Deng \u00fb Reng ve di\u011fer projeler az\u0131nl\u0131kta kalan veya dezavantajl\u0131 dilleri, k\u00fclt\u00fcrel miras\u0131 \u201cge\u00e7mi\u015fe ait, m\u00fczelik bir nesne, <\/strong>sadece ya\u015fl\u0131lar\u0131n konu\u015ftu\u011fu nostaljik bir unsur\u201d olmaktan \u00e7\u0131kar\u0131yor; ya\u015fayan ve yeni ku\u015fakla d\u00f6n\u00fc\u015fen dinamik bir yap\u0131 olarak ele al\u0131yor.  <\/strong>Animasyon, seslendirme ve dijital medya gibi modern d\u00fcnyan\u0131n tam merkezine ta\u015f\u0131yor. \u00c7ocuklar\u0131n dili \u00f6\u011fretici bir dil bilgisi dersi olarak de\u011fil, anadilleriyle kurduklar\u0131 ba\u011f\u0131 sanatsal ve dijital bir \u00fcretimle birle\u015ftirmelerini ve \u00f6zg\u00fcvenlerini g\u00fc\u00e7lendirmelerini sa\u011fl\u0131yor.  <\/strong>\u00c7ocuklar anadillerini bir \u00e7izgi film karakterinin sesinde duyduklar\u0131nda ya da o karakteri seslendirdiklerinde, dille kurduklar\u0131 hiyerar\u015fik ba\u011f k\u0131r\u0131l\u0131yor. B\u00f6ylece \u00e7ocuklar\u0131n anadillerinden ve k\u00fclt\u00fcrel \u00fcretimden uzakla\u015fmalar\u0131 azalt\u0131l\u0131yor, anadillerini kullanmalar\u0131 te\u015fvik ediliyor.<\/p>\n\n\n\n

\n\n\n\n


Dijital Medya Ara\u015ft\u0131rmalar\u0131 Derne\u011fi taraf\u0131ndan desteklenen bu i\u00e7erik ilk olarak\u00a0muz\u0131r.org<\/a>‘da<\/strong> yay\u0131nlanm\u0131\u015ft\u0131r.<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

Diyarbak\u0131r, binlerce y\u0131ll\u0131k heybetli surlar\u0131, Hevsel Bah\u00e7eleri ile \u00e2deta a\u00e7\u0131k hava m\u00fczesini and\u0131ran, \u00e7ok katmanl\u0131 tarihi ve g\u00fc\u00e7l\u00fc k\u00fclt\u00fcrel haf\u0131zas\u0131yla Mezopotamya\u2019n\u0131n izlerini bug\u00fcne ta\u015f\u0131yan kadim bir kent. Ayn\u0131 zamanda farkl\u0131 halklar\u0131n, dillerin, m\u00fczi\u011fin ve mutfa\u011f\u0131n i\u00e7 i\u00e7e ge\u00e7ti\u011fi canl\u0131 bir k\u00fclt\u00fcr merkezi. Kent, T\u00fcrkiye \u0130statistik Kurumu\u2019nun (T\u00dc\u0130K) \u015eubat 2026 verilerine g\u00f6re, 1 milyon 852 bin 356 ki\u015filik […]<\/p>\n","protected":false},"author":23,"featured_media":886,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[8],"tags":[],"class_list":["post-885","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-cozum-gazeteciligi"],"amp_enabled":true,"_links":{"self":[{"href":"https:\/\/newslabturkey.org\/sojo\/wp-json\/wp\/v2\/posts\/885","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/newslabturkey.org\/sojo\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/newslabturkey.org\/sojo\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/newslabturkey.org\/sojo\/wp-json\/wp\/v2\/users\/23"}],"replies":[{"embeddable":true,"href":"https:\/\/newslabturkey.org\/sojo\/wp-json\/wp\/v2\/comments?post=885"}],"version-history":[{"count":0,"href":"https:\/\/newslabturkey.org\/sojo\/wp-json\/wp\/v2\/posts\/885\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/newslabturkey.org\/sojo\/wp-json\/wp\/v2\/media\/886"}],"wp:attachment":[{"href":"https:\/\/newslabturkey.org\/sojo\/wp-json\/wp\/v2\/media?parent=885"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/newslabturkey.org\/sojo\/wp-json\/wp\/v2\/categories?post=885"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/newslabturkey.org\/sojo\/wp-json\/wp\/v2\/tags?post=885"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}