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Discursos sobre o ensino da disciplina de educação moral e cívica em Pernambuco: análise comparativa nas escolas Sizenando Silveira e Ginásio Pernambucano no período da ditadura militar (1972-1985).COSTA, Alexsandro Barbosa da 06 May 2016 (has links)
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Previous issue date: 2016-05-06 / Em 1964, um golpe de Estado fez com que os militares assumissem o poder no Brasil,
implantando uma nova ditadura. Porém, no início deste governo, manifestações foram
realizadas contra as suas ações; sublinha-se a atitude do movimento estudantil que foi
brutalmente reprimido por esse grupo de governantes. Em tal contexto, os militares buscaram
alternativas para se legitimar. A educação foi usada para este fim, ou seja, ajudá-los a ter
apoio social em suas iniciativas. Foi desse modo que a disciplina de Educação Moral e Cívica
(EMC) acabou sendo reimplantada, fazendo parte de uma conjuntura na qual se tornava a
principal responsável por disseminar a ideologia dos governantes dentro das escolas, através
de um ensino regido pela Tendência Pedagógica Tecnicista que visava, dentre outras coisas,
uma formação de cunho expositivo, impositivo e movido pela reprodução. Dessa forma,
buscava-se formar pessoas aptas a assumirem cargos junto ao mercado de trabalho, mas com
pouco nível de criticidade ao sistema existente naquele momento no país. Diante disso, foi
objetivo desse trabalho a análise de discursos referentes ao ensino de EMC nas escolas
Sizenando Silveira e Ginásio Pernambucano, tendo como foco o período da ditadura militar
(1972-1985), isso feito com vistas a entender processos de desenvolvimento acrítico e/ou não
de formação educacional, que possam ter influenciado aquela época e estar a influenciar a
educação atual, assim como, observar processos de subversão a esse modelo dentro do cenário
educacional Pernambucano. Para isso, fizemos uso da metodologia da História Oral
desenvolvida por Paul Thompson e da Análise de Discurso trabalhada por Eni Orlandi
adicionado ao diálogo com categorias teóricas elaboradas pelo filosofo e historiador Michel
Foucault. Procurou-se assim, fundamentar e consubstanciar a pesquisa no sentido de realizar
uma reflexão importante para a área educacional, em especial, para o Núcleo de Teoria e
História da Educação do qual ela faz parte. / 1964, aCoup D’etat caused the military to assume power in Brazil, implanting a New
Dictatorship. However, since the beginning of this government, manifestations were
realizedagainst their actions. To give prominence the student’s movement that was brutally
repressed by this group of rulers. In this context, militaries searched alternatives to legitimate
themselves. In this aspect, education was used for this purpose: help them to have social
support to their initiatives. This way, the subject Moral and Civic Education (MCE) was
redeployed, taking part of a conjecture in which it would be the most important to disseminate
itsmilitary ideology in the schools though the rigid teaching with a Pedagogic and Technic
Trend that to aimed, among others things, the upbringing just expositive, imposing and
moving by reproduction. This way, lookedfor to make be able people to accept the positions
in the job market, but with low level criticism about the system in that moment in the nation.
Before that it was objective this paper to analyze the speeches referring to teaching of the
Moral and Civic Education at SizenandoSilveira and GinásioPernambucano Schools focusing
the period of the Military Dictatorship (1064 – 1085) to understand processes of uncritical
development and or no education that could influence that time and can influence education in
the present-day. And observe processes of subversion to this model in the
pernambucanoscene educational. For this, we used the Oral History methodology developed
by Paul Thompson and Analysis of Discurse by EniOrlandi; added dialogue with theories
categories elaborated by philosopher and historian Michel Foucault.This paper searched
justify this rummage in the sense of do an importantreflection to educational area, specially
to the Center of Theory and History of Education
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Da mera memorização à leitura de mundo: a construção da formação cidadã no currículo de Geografia do Ensino Médio / For the mere memorizing to the reading of the world: the construction of civic education in high school Geography curriculumIgor Sacha Florentino Cruz 05 October 2015 (has links)
O sistema educativo brasileiro está passando por um processo de debate e mudanças tanto em termos de políticas públicas como pedagógicas. Por isso, de forma a contribuir com a discussão, assentamos nossas análises nos conteúdos prescritos encontrados nos currículos estaduais de Geografia para o ensino médio que possuem relação com conhecimentos conceituais fundamentais para uma formação cidadã (Estado, Organização Político-Administrativa, Governo, Democracria e Tripartição do Poder). No Brasil, não há uma disciplina específica voltada para a formação cidadã, semelhante a Espanha. No caso brasileiro, a LDB, Lei nº 9.394, de 1996, estabeleceu como uma das finalidades da educação básica, o preparo do estudante para o exercício pleno da cidadania. Mesmo assim, a própria LDB não instituiu o tipo de cidadão e cidadania que a nação espera que seja formado na educação básica. Para isso, é preciso ensinar, principalmente no ensino médio, idade adequada para se trabalhar com aspectos mais subjetivos do pensamento; a respeito da polis e sobre o funcionamento da dimensão política existente no espaço geográfico. De maneira a averiguar esta relação entre os conceitos de análise, aqui destacados, com os temas, conteúdos e conceitos prescritos nos currículos estaduais de Geografia do ensino médio; realizamos uma análise documental de 25 currículos estaduais, identificando os temas, conteúdos e conceitos que abordam Estado, Organização Político-Administrativa, Governo, Democracia e Tripartição de Poder. O que nos revelou lacunas profundas no ensino de Geografia a cerca da análise da dimensão política do espaço geográfico no ensino médio. Em seguida, após a análise documento, apresentamos uma proposta de Currículo Básico Comum de Geografia para o ensino médio, apenas com orientações geográficas para se trabalhar a dimensão política do espaço geográfico, visando a formação de um cidadão democrático, social, crítico, ativo, participativo e solidário. Por fim, a pesquisa aponta para a necessidade de apropriação por parte da Geografia escolar dos conceitos aqui analisados, objetivando contribuir para uma formação cidadã. Através da formulação de um currículo que estabeleça nacionalmente aquilo que é indispensável para ser trabalhado na educação básica, os conhecimentos poderosos para a compreensão do espaço vivido e sua transformação da realidade. / The Brazilian educational system is undergoing a process of debate and changes both in terms of public and educational policies. Therefore, in order to contribute to the discussion, we sit in our analyzes prescribed content found in the state curriculum of Geography for high school that are related to fundamental conceptual knowledge for civic education (State, Political and Administrative Organization, Government, Democracry and tripartite division of power). In Brazil, there is no specific discipline dedicated to civic education, like Spain. In Brazil, the LDB, Law nº 9.394, 1996, established itself as one of the purposes of basic education, student preparation for the full exercise of citizenship. Therefore, the very LDB not established the kind of citizen and citizenship that the nation expected to be formed in basic education. For this, we need to teach, especially in high school, right age to work more subjective aspects of thought; about the polis and the functioning of the existing political dimension in geographic space. In order to ascertain the relationship between the analysis of concepts, highlighted here, with the themes prescribed content and concepts in state curricula of high school geography; conducted a document anlysis of 25 state curricula, identifying the topics, content and concepts that address State, Political and Administrative Organization, Government, Democracy and Tripartite Divison of Power. It revealed deep gaps in the teaching of Geography about the analysis of the political dimension of geographic space in high school. Then, after the document analysis, we propose a Common Basic Curriculum of Geography for high school, only with geographic directions to work the political dimension of geographic space, seeking the formation of a democratic citizen, social, critical, active, participatory and supportive. Finally, the research points to the need for ownership by the School of Geography concepts analyzed, aiming to contribute to civic education. By formulating a curriculum that nationally established what is essential to be worked in basic education, the powerful knowledge for understanding the lived space and its transformation of reality.
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Občan a veřejný prostor jako vzájemný vztah: Proč o něm učit? / Citizen and public space as a mutual relationship: Why to teach about it?Vecan, Ján January 2021 (has links)
The aim of the diploma thesis is to describe the relationship between the citizen and public space, and to answer the question why the topic of public space should be incorporated in secondary school curriculum. The first chapter introduces the concept of public space. I look at public space through the lens of normative theory, based on which I assess its characteristic features. In the first chapter, I also deal with the mass media and social networks, which are an integral part of public space. The second chapter focuses on urban public space. In this chapter I look for answers to the questions: what is the relationship between the citizen and the public space, how do they influence each other. The citizen and the public space are inextricably linked, because it is the citizens who transform a physical place into public space. Further, the question of the quality of public spaces is raised, to which I answer using the basic principles of architecture and urbanism. The second chapter also answers the central question of the diploma thesis: why the topic of public space should be taught in school. The third chapter presents the results of a simple questionnaire survey. It captures the opinions of interview participants on the current state of public space in Slovakia, its positive and negative...
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Civics in American Public Schools: State Constitutions and the Right to an EducationHarris, Carissa Joan-Zall 05 August 2013 (has links)
A literal reading of the United States Constitution finds no mention of education. Because no fundamental federal mandate exists to provide public education for citizens, the Tenth Amendment gives states the authority for public education policy. Because states have different constitutional standards for education, civics requirements have little national consistency. This thesis explores the connections between state constitutional provisions for public education and graduation requirements for civics in each state. The research examined how state constitutions address education policy and whether states with language specifically connecting education to the maintenance of democracy required more stringent civics requirements for students to graduate from secondary school. Further investigation explored whether and how state constitutions in Minnesota and Wisconsin appeared to influence the development of graduation requirements. Indeed, Minnesota, whose constitution connects education to the maintenance of democracy, had a curriculum policy process far more rooted in its constitutional traditions than did Wisconsin, which had no such constitutional language or curriculum process. / Master of Arts
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Formación Ciudadana Democrática Intercultural en Niñas de Contextos Rurales PeruanosCamayo Tolentino, Emiruth Valeria, Minaya Del Valle, Rosario Alejandra 27 September 2020 (has links)
Solicitud de envío manuscrito de artículo científico. / Esta investigación identifica los factores que influyen en el sistema de formación ciudadana democrática intercultural de niñas rurales en el Perú, así como los actores que lo afectan. La ciudadanía democrática intercultural promueve el reconocimiento y valoración de las identidades para el fortalecimiento de los derechos y deberes sociales a partir del diálogo intercultural. Para ello, se utilizó un diseño exploratorio y de enfoque cualitativo empleando algunas técnicas prospectivas conducentes a determinar los factores clave que resultan más influyentes y dependientes, revisados por un grupo de expertos en la temática. Los resultados indican que los factores clave para el sistema son: 1) deserción escolar, 2) jornada y clima escolar, 3) aprendizajes logrados, y 4) estrategias de aprendizaje dentro y fuera del aula. Asimismo, el Ministerio de Educación del Perú, que tiene la responsabilidad de mejorar la formación ciudadana de las niñas rurales, demostró ser el agente más influyente en el sistema. A partir de los resultados conviene indagar sobre las brechas de género entre los niños y niñas rurales en la formación de una ciudadanía democrática en la escuela y la construcción de una ciudadanía democrática intercultural específica en los diferentes contextos del Perú. / This research identifies the factors that influence the system of intercultural democratic citizen formation of rural girls in Peru and the actors that affect it. Intercultural democratic citizenship promotes the recognition and assessment of identities for the strengthening of social rights and duties through intercultural dialogue. To do this, an exploratory and qualitative approach design was used using some prospective techniques to determine the most influential and dependent key factors, reviewed by a group of experts in the field. The results indicate that the key factors for the system are: 1) school dropout, 2) school day and climate, 3) achieved learning and 4) learning strategies inside and outside the classroom. Likewise, the Ministry of Education of Peru, which has the responsibility of improving the citizen training of rural girls, proved to be the most influential agent in the system. Based on the results, it is appropriate to investigate the gender gaps between rural children in the formation of democratic citizenship in school and the construction of a specific intercultural democratic citizenship in the different contexts of Peru. / Tesis
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En lektion i demokratiska värderingar : En kvalitativ undersökning av demokratiska medborgarbildningar i Sverige över tidGrzechnik Mörk, Emma January 2021 (has links)
In the field of political culture, studying the ideal democratic citizen is a constant matter. This essay examines and describes if and how the norms and values for the ideal democratic citizen in Sweden have changed between 1950 and 2000. Through time, Swedish civic education has advocated for an active and participating citizen. At the same time, studies show that democratic norms and values among Swedish citizens from these generations differ. Younger generations tend to have changed attitudes towards democracy and are being less actively involved in the social and political life of their communities. Something that in the long run, might be threatening the sustainability of Swedish democracy. By analysing content in textbooks from Swedish senior high school and educational associations from 1950 and 2000, norms and values for the ideal democratic citizen have similarities as well as differences. Using the theoretical framework of social capital, the content from 1950 describes the ideal democratic Swedish citizen as an engaged and active person who contribute to society by engaging in networks and organizations. According to the theory, the 1950-citizen would be a person with potential for social capital. Furthermore, the textbooks from and educational associations are the ones that, despite year of production, are consistent in their promotion of the democratic citizen being someone with social capital. However, the textbook used in Swedish senior high school in 2012 focuses less on how the ideal democratic citizen should be and more on political competence and resources in terms of knowledge and skills.
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Civic Education in the Preservice Classroom: A Study of GamingSumners, Sarah Elizabeth 15 December 2012 (has links)
The purpose of the study was to better understand social studies teacher education through preservice professional development that incorporates an online gaming and simulation component. Examination of the impact of online gaming and simulations on the self-efficacy and content knowledge of preservice teachers in the methods course was undertaken. This study employed a mixed methods approach with primacy given to quantitative statistical analyses of data collected pre and post using a content knowledge assessment (AP Government and Politics practice test) and two self-efficacy assessments (SSTEBI-PSSTE and TSES). Results from a repeated measures ANOVA revealed statistically significant differences in preservice social studies teachers content knowledge of civics from pre to posttest administration by gaming status (less than 2 hours and 2 hours or more), testing occasion (pre and posttest), and group by occasion. The gains in content knowledge by participants spending 2 hours or more gaming were greater than the gains for those who spent less than 2 hours gaming. Qualitative analysis revealed themes of content knowledge change, gaming, and active learning in support of quantitative findings. Results from the repeated measures ANOVA on the TSES measure revealed no significant differences by gaming status, testing occasion, or group by occasion from pre to posttest. There was a minimal raw score change from pre to posttest with the participants who played 2 hours or more in iCivics showing slightly less growth in self-efficacy scores on the TSES in comparison to those playing less than 2 hours in iCivics. Results from the repeated measures ANOVA on the SSTEBI-PSSTE measure revealed a statistically significant main effect for testing occasion. Results showed no significant difference by gaming status or for the interaction of group by occasion. Qualitative data collected throughout the research study via interviews and document analysis aided in the explanation of the quantitative results. The present study extends previous research into the use of games to enhance educational experiences. It is clear from this research that the amount of time spent gaming has an effect on participants‘ content knowledge of civics and that online simulations are an effective teaching method.
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The Concept of Democracy and Deliberative Communication in Japanese Civics Education : Textbooks Analysis of Civics in Japanese Upper Secondary Education: A comparison Over the Curriculum Reform in 2022Nishida, Yume January 2022 (has links)
This study focuses on civics in Japanese upper secondary education. A new curriculum reform was implemented in 2022, and a new subject named Public [kokyo] became a subject on civics, which aims to nurture students to actively contribute to a peaceful and democratic society. The aims of this study are to examine textbook descriptions of democracy and the potential incorporation of deliberative communication, before and after curriculum reform. Ultimately, this comparative study over a curriculum reform seeks to identify the similarities and differences between the previous subject, Contemporary Society, and the new subject of Public. Employing qualitative content analysis, descriptions of democracy in the textbooks, moreover, the composition and the additional contents of the textbooks are analyzed, in order to examine the potential incorporations of deliberative communication. This study reveals that democracy is often conceptualized in textbooks as a limited idea of a government and political system, and the content includes less extended descriptions in relation to how the concept of democracy should be exercised in everyday life. That tendency can be seen in textbooks both in Public and Contemporary Society. On the other hand, in contrast to Contemporary Society textbooks whose composition is explanatory-oriented emphasizing understanding rather than practice in everyday life situations, Public textbooks incorporate more content that proposes deliberative communication. In Japan, which has been struggling with low social participation among the youth and knowledge-centered learning, it is significant to transform an understanding of the concept of democracy to root in daily life. Therefore, the promotion of deliberative communication in education has great potential to foster democratic values in individuals and society through daily mutual communication.
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The Impact of the Mississippi We The People Summer Institute upon the Content Knowledge, Teaching Strategies, and Dispositions of Social Studies TeachersPearson, Donna Kay 13 May 2006 (has links)
The importance of effective and content specific professional development, particularly civic education, is well established in the literature. This study sought to determine if the Mississippi We The People Summer Institute (MSWTPSI) had an impact upon content knowledge, teaching strategies, and dispositions of social studies teachers. The MSWTPSI professional development model is consistent with civic education scholars? and education researchers? recommendations for effective professional development. This study employed a mixed methodology to address three research questions. Data originated from pre- and post-tests and surveys of 27 MSWTPSI participants. Additionally, from a volunteer pool of 15, six teachers participated in interviews, observations, and lesson plan reviews. Regarding the impact of the MSWTPSI upon participants? content knowledge, from the qualitative analysis, findings indicated that participants were impacted (i.e., increased knowledge, rekindled interest in the Constitution), while findings from the quantitative analysis showed no statistically significant difference. From the quantitative analysis, findings regarding the MSWTPSI?s impact upon participants? teaching strategies indicated a statistically significant difference (p < .02). Concurrently, findings from the qualitative analysis indicated the MSWTPSI did impact participants? teaching strategies. Findings from the quantitative analysis regarding the Institute?s impact on participants? dispositions indicated a statistically significant difference (p < .04) likewise; qualitative findings indicated an impact upon participant dispositions (i.e., more confidence, more enthusiasm). Results suggested that participation in the MSWTPSI did impact participants? content knowledge, teaching strategies, and dispositions. Conclusions drawn from the results indicated that the MSWTPSI was effective. Results also support the recommendation of researching more state institutes. Additionally, it is recommended that a longitudinal study examining participants? content knowledge, teaching strategies, and dispositions be conducted through principal evaluations to disclose MSWTPSI effects. Overall, participants? comments concerning the MSWTPSI were positive.
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The effect of education and media coverage on public opinion of the Supreme Court and CongressOutwater, Mary Elizabeth 04 February 2004 (has links)
No description available.
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