Özet:

The aim of this study is to take the views of teachers and students on the cultural function of the Turkish Language and Literature course and to contribute to the illustration of the cultural pattern of the course. The sample of the study created in the phenomenology (evolutionary science) pattern is determined by the purpose sample method located in the center of Kocaeli, with three Anadolu, two professions and a private high school working and volunteer participating in the interview with 6 Turkish language and literature teachers and 30 volunteer students in three different high schools (Anadolu, profession, private high school). Teachers were asked the questionnaire questions through oral interviews and the answers were recorded. Thro the classroom, data from students was obtained. The data collected has been analyzed using the tubular coding technique. According to the study, in the course of Turkish Language and Literature, teachers and students believe that they know their national/national, historical, religious and moral values, national cultural heritage and symbols, they teach/learn but they are less familiar with their universal values and international cultural heritage, that the course does not present the local cultural heritage and does not contain cultural diversity. Furthermore, in the context of cultural pattern, it has been shown that the latest curriculum is not different from the previous curriculum, and is a quantitatively, value-related program with values and competencies titles. The course has been determined to be successful in strengthening the concept of race/national, which is the educational function of the culture. Another important result of the study is the course’s acceptance of cultural consciousness only through national and spiritual values, the culture tends to be defined to the past, the traditional values are focused, and the culture and education are connected to the conservative function. It is recommended that the curriculum and the curriculum are made a more democratic example by taking the views of the tutors, students and other stakeholders, and that they are prepared and clear to the cultural context of the development and change in the 21st century.

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