La présente étude explore l’application par l’école en Roumanie et en France de deux méthodes de gestion de la diversité ethnoculturelle, notamment l’intégration et l’assimilation. L’école aspire à modeler un bon citoyen en enseignant un socle de valeurs reflétant la tradition culturelle en France et religieuse en Roumanie ; d’une part, les manuels français d’éducation civique, juridique et sociale ainsi que les manuels d’éducation religieuse roumains illustrent une stratégie d’assimilation. D’autre part, l’éducation civique en Roumanie et l’éducation au fait religieux en France reflètent une stratégie d’intégration. L’assimilation est implantée par une pédagogie passive, qui a tendance à créer des élèves passifs, tandis que l’intégration s’appuie sur des méthodes pédagogiques actives, favorisant la formation des citoyens actifs. L’identité culturelle des minorités issues de l’immigration ainsi que des minorités nationales influence leur intégration dans le pays d’accueil, affectant directement la cohésion sociale. L’obéissance et la conformité aux règles, nécessaires pour le bon fonctionnement de la démocratie, représentent uniquement un pas primitif vers l’intégration culturelle, économique, politique, sociale et religieuse, qui est étroitement liée au sentiment d’appartenance et partiellement illustrée par l’acquisition de la citoyenneté. En Roumanie, comme en France, l’assimilation se justifie par le besoin de préserver certaines valeurs traditionnelles, cependant, elle favorise le développement de l’intolérance et de la méfiance, effet qui s’atténue légèrement avec l’âge. La réussite de l’intégration requiert un effort réciproque de la part des minorités ainsi que des personnes non-minoritaires. Tous les citoyens, indifféremment de leurs origines sont encouragés à participer à la construction et à la réalisation du projet national. / This thesis explores the utilisation of integration and assimilation by the Romanian and the French public school in order to manage ethnocultural diversity. The school aspires to create a good citizen through teaching core values that reflect the cultural tradition in France and the religious tradition in Romania; as such, both French Civics textbooks as well as Romanian Religion textbooks reflect a strategy of assimilation. Inversely, Romanian Civics textbooks and French History of religions textbooks illustrate a strategy of integration. In both countries, assimilation is implemented using a passive pedagogy, having a tendency to create passive students, while integration is reflected by active learning methods that aspire to model students into active citizens. The cultural identity of immigrant and national minorities partially determine their integration in the host country, which consequently directly affects social cohesion. Obeying the law and conforming to societal norms, although necessary for the functioning of democracy, both represent solely a primitive step towards cultural, economic, political, social and religious integration, which itself is linked to the feeling of belonging and partially illustrated by the acquisition of citizenship. In Romania as well as in France, assimilation may be justified by the need to preserve certain traditional values; however, this strategy encourages the development of intolerance and weariness, an effect that subsides as children get older. Successful integration requires equal effort from minorities as well as from nationals. All citizens, regardless of their origins, are encouraged to participate in defining and carrying out national objectives.

Notre objectif dans cette thèse est de suivre l’évolution du paradigme éducatif et du modèle de citoyenneté véhiculé par l’école tunisienne entre 1958 et 2002 selon les différentes approches adoptées en matière d’éducation civique et islamique à travers les réformes qu’a connu le système éducatif. Des réformes qui ont pris une actualité aiguë premièrement avec la Réforme de 1958 puis après les inévitables examens de conscience provoqués d’abord par la montée de la mouvance islamiste et la crise politique de la fin des années quatre-vingt (Réforme de 1991) et ensuite par rapport aux nouveaux défis liés à la mondialisation et les exigences du vivre ensemble mondial (Réforme de 2002). Dans ce travail, nous analyserons un parcours de plus d’un demi-siècle concernant l’éducation civique et islamique à l’école publique tunisienne. Un parcours qui remet en situation les choix qui ont été faits et les manières dont les principes et les valeurs étaient traduits en contenu éducatif. Il s’agit d’une réflexion sur ce contenu, en adoptant une approche comparative entre continuité et opposition. Notre approche se base sur l’analyse d’un corpus constitué de manuels scolaires et de programmes officiels d’éducation civique et islamique destinés à l’école publique tunisienne. / In this thesis is to follow the evolution of the educational paradigm and model of citizenship conveyed by Tunisian schools between 1958 and 2002 for different approaches in the field of civic and islamic education and through the reforms experienced by the education system. Reforms that have taken a first acute events with the 1958 reform and after the inevitable self-examination caused primarily by the rise of the Islamist movement and the political crisis of the late eighties (Reform 1991) and then compared to the new challenges of globalization and the demands of living together world (Reform 2002). We analyze a course of more than half a century for civic and Islamic education in public school in Tunisia. A course that challenges the status choices was made and the ways in which principles and values were translated into educational content. This is a reflection on the content, adopting a comparative approach between continuity and opposition. Our approach is based on the analysis of a corpus consists of textbooks and official programs of civic and Islamic education in public tunisian school.

Doctor of Philosophy / Curriculum and Instruction / Margaret Gail Shroyer / Thomas S. Vontz / A foundational mission of our public schools is dedicated to preserving a democratic republic dependent on a literate and actively engaged citizenry. Civic literacy is essential to supporting the rights and responsibilities of all citizens in a democratic society. Civic knowledge is the foundation of our citizens’ civic literacy. National Standards for Civics and Government (Center for Civic Education,1994) promote civic literacy for all students including elementary children. Therefore, understanding important civic concepts is essential knowledge for elementary educators. Civic knowledge has not been required or monitored in teacher preparation or licensure. At the time of this study, there were no comprehensive measures of elementary teachers’ civic knowledge. The purpose of this study was to investigate a project funded by the Center for Civic Education that developed a Civic Knowledge Inventory (CKI) for elementary teachers using a Delphi technique. Specifically, this study analyzed the use of a Delphi process to identify major civic constructs elementary teachers should know and to create a valid and reliable measure of elementary teachers’ knowledge of these selected civic constructs. The Delphi technique engaged eight anonymous civic scholars to work together via the Internet. Through rounds of input and feedback they identified important civic knowledge that elementary teachers should know and created a multiple-choice measurement tool aligned to these constructs. In final analysis, the Delphi panelists collectively created a map of civic concepts that included: Constitutionalism, Representative Democracy, Citizenship, Human Rights, Civic Society, Market Economy and Examples of Non-Democracy as essential constructs accompanied by an outline of related sub-concepts and elements. This outline was then used to design, improve, and ultimately select the best test items for each construct. An item analysis was completed on data produced by 89 volunteer pre-service elementary teachers to identify high performing items to be included in the CKI. Therefore, the CKI could be used to examine the extent to which teacher preparation programs adequately prepare elementary teachers to be civic educators and thus guide teacher preparation as well as related professional development initiatives.

The diploma thesis deals with the issue of a cross-curricular subject Civic Education for Democracy. The aim of the thesis is to introduce the significance of education for active citizenship and to create a project that helps pupils to see themselves as an active member of their community. The theoretical section consists of three parts. The first part introduces a project-based learning approach, its significance, principles and historical context. The second part summarizes the fundamental features of the current form of the cross-curricular subject according to the Framework Educational Programme for Basic Education. The last part deals with education for active citizenship and its value. In this part there are two modern reviewed curriculums introduced, which may bring some new impulses to a new conception of the Czech cross-curricular subject Civic Education for Democracy. In the practical section design and realization of the project are described. The aim of the project is to help pupils to see themselves as an active member of their community who is attentive to his/her surroundings and who is able to have an impact in the society where he/she lives. The project is designed in such fashion so it could be adaptable to different kinds of subjects and groups of students. The next part of the...

Made available in DSpace on 2016-04-27T16:32:49Z (GMT). No. of bitstreams: 1 Valeria Antonia Medeiros.pdf: 4653164 bytes, checksum: 411fbc26fc310f6655a3e8f5bf130ee7 (MD5) Previous issue date: 2005-11-04 / This paper deals with the reconstitution of Antonio de Sampaio Dória´s intellectual and professional trajectory in the 1910s through the 1930s, in São Paulo. Undergraduated by the Law School of São Paulo, he joined the Escola Normal da Praça in 1914, taking the chair of Psychology, Pedagogy and Civic Education. He engaged in networks of social relations in which he participated as a founder and member of the steering group, such as: the Nationalist League, the Society of Education and the National Lyceum of Rio Branco. By means of such social networking Sampaio Dória cooperated, as a producer and promoter, to construct a project of nation, in which the educational causes had an outstanding place. Acknowledged by his contemporaries as one of the major leaders of the cultural elite in the state of São Paulo, he was invited to take the position of director-general of the Public Instruction in the state, in 1920, the moment whe he organized the first school census, and also he submitted the project to reform the public instruction, which is considered in the education historiography as landmark of the movements that modernized school teaching at the time. Although he stayed at this position for a brief period, it is the moment of highest public expression of Sampaio Dória, which proved to be the event that represented a network of relations which molded the education in the state of São Paulo in the subsequent decades / Este trabalho trata da reconstituição da trajetória intelectual e profissional de Antonio de Sampaio Dória, nas décadas de 1910 a 1930, em São Paulo. Formado pela Faculdade de Direito de São Paulo, ingressou na Escola Normal da Praça, em 1914, assumindo a cadeira de Psicologia, Pedagogia e Educação Cívica. Engajou-se em redes de relações sociais das quais participou na condição de fundador e membro do grupo dirigente, tais como: a Liga Nacionalista, a Sociedade de Educação e o Lyceu Nacional Rio Branco. Por meio dessas redes de relações sociais Sampaio Dória colaborou, como produtor e divulgador, da construção de um projeto de nação, no qual as causas educacionais tinham lugar privilegiado. Reconhecido por seus contemporâneos como um dos principais líderes da elite cultural paulista, foi convidado a assumir o cargo de diretor geral da Instrução Pública de São Paulo, em 1920, ocasião em que organizou o primeiro recenseamento escolar do estado, bem como apresentou o projeto de reforma da instrução pública, considerada na historiografia educacional como um marco dos movimentos de modernização do ensino no período. Embora a breve passagem por esse cargo seja o momento de maior expressão pública de Sampaio Dória, constatou-se que nesse episódio representou uma rede de relações que foi responsável pela constituição do ensino paulista nas décadas subseqüentes

Denominam-se prefácios todos os discursos liminares produzidos a propósito de determinado texto. Os vínculos sistemáticos, históricos e contextuais com o impresso converteram os prefácios em preciosas fontes de pesquisa da história do livro nos mais variados gêneros da cultura escrita. Neste trabalho, analisamos a história dos prefácios nos impressos escolares produzidos em três momentos da história brasileira: República Velha, Era Vargas e Ditadura Militar. Neste caminho, prefácios, prólogos, apresentações, introduções e posfácios, além de outros suportes do impresso, revelaram-se como objetos imprescindíveis na tarefa de entender as diversas formas de conceber o civismo e escrever sobre a formação dos cidadãos. Pelos prefácios, foi possível identificar e analisar representações de ideais e valores de democracia, sonhos e desilusões republicanas, bem como, projetos e programas políticos. Como discurso que prepara a leitura, os prefácios analisados possibilitaram percorrer, por um lado, os elementos históricos externos ao livro e que recobriram objetivos sociais e políticos mais amplos da ação autoral. Por outro, permitiu entender que as opções do autor projetavam-se no tipo de linguagem e estratégia discursiva configuradas na estrutura interna do livro. Permitiram entender também a plasticidade do princípio que enuncia a formação do cidadão. Pelos prefácios fluíram ideais republicanos, disputas regionais, elementos da democracia autoritária, positivismo, cristianismo, marxismos e várias outras formas de representar a prática política. Tais representações reivindicaram para si a primazia na escolarização de temas como pátria, nação e cidadania tornando-os pré-requisitos da ação política. Enfim, Analisando traduções de manuais estrangeiros, livros didáticos, cartilhas, enciclopédias e demais gêneros de impressos escolares foi possível concluir que os prefácios cívicos significaram pontos de ligação entre as coisas do mundo e o mundo dos livros. Palavras- / Prefaces are nominated as all the introductory discourses produced for a determinate text. The historical, contextual and systematic links with the printed matter converted the prefaces in precious research sources to the history of books in all kinds of written culture. In this work, we analyze the history of the prefaces in scholastic publications in three moments of the Brazilian history: The Old Republic, The Age of Vargas and the Military Dictatorship. In this way prefaces, prologues, presentations, introductions and post-scripts, as well as other printed supports, became essential objects in understanding different forms of conceiving civism and to write about formation of citizens. By the prefaces it was possible to identify and analyze representations of idealisms and merits of democracy, republicans dreams and disappointments, as well as political projects and programs. As a preparation speech for reading, the analyzed prefaces made possible to run, from one side, the historical elements out side the book that overlated the more extensive social and political objectives of the auctorial action. On the other side made possible the understanding that the authors options were projected in the kind of language and discursive strategies found in the structure inside the book. They also allowed the comprehension of the plasticity in the origin which announces the citizen formation. With in prefaces, republican ideals, regional controversies, elements of the despotic democracy, positivism, Christianity, Marxism and many other forms of representing political practice have flowed. Such representations demanded for its self the primacy in schooling of themes as homeland, nation and citizenship making them prerequisites of the political action. Finally, analyzing the traditions of foreign manuals, didactic books, spelling books, encyclopedias and other kinds of scholar publications it was possible to conclude that the civic prefaces meant linking points between things of our world and the world of books.

本人研究現行國民中學公民教育的民主價值觀，是因為我國國中「公民與道德」課程的實施，為有意識的公民教育的一環，國家希望透過此一社會化過程，讓國中學生學習及獲取民主價值，此社會化過程影響學生成年後政治價值之取向及政治行為的模式。中學教育是一種「國民教育」，從民族意識、國家觀念的培養，乃至基本法律常識、政治過程、權利義務及自治能力的訓練，目的是希望培養學生成為服務社會的好國民。 基於國中公民教育在學校教育中所負有的意義，本研究希望藉由對於現行國中「公民與道德」課程所做的民主價值觀分析，達到以下的目的： 1. 探討民主價值觀在正式課程的「公民與道德」科教材實施中，所呈現的意義與評價。 2. 探討民主價值觀在非正式課程的「公民與道德」科活動運作中，所呈現的意義與評價。 3. 本研究以國中公民教師為對象，進行深度訪談，探討現行國中公民科教材編定及活動進行對學生民主價值觀念的影響程度。 4. 歸納研究結果，提出建議，提供教育當局改進的參考。 本研究對現行國民中學「公民與道德」教材進行民主價值觀分析時，適逢民國八十七學年度公民教材改版的時期，原本國中一至三年級均使用七十八年版一至六冊「公民與道德」的教材，改編為現行八十七年版適用於二至三年級使用的一至四冊「公民與道德」教材，並且在課程安排及教材編寫方面均較以往有很大的改變。教育部預計在九十年度計劃實施九年一貫的國民義務教育，教學科目調整為語文、健康與體育、社會、藝術與人文、數學、自然與科技及綜合活動七大領域的整體化教學，現行國民中學「公民與道德」科在教材編輯及活動設計上亦做了配合性的調整。 本研究的主要發現為：現行國中公民教材的編排內容十分強調民主信念、人民主權、公民責任感及法治運作的民主價值觀念，此結果說明公民教育藉由學校課程的社會化過程，強化學生民主、人權、責任及法治的概念使學生能早日成為身心發展均衡的健全公民，相較之下，現行國中公民教材的編排內容在政治參與及國家認同的民主價值觀念則有加強的必要，因為在民主社會的政治發展過程中，公民的參與行為及認同態度對於民主政治的發展有相當大的影響。因此，建議在往後的教材修訂過程中能多加強公民在政治行為及國家認同觀念的課程內容。此外，在現行國民中學公民活動的進行過程中則十分注重民主信念、公民責任感及政治參與的民主價值觀念，其次則為人民主權及法治運作的民主價值觀念，國家認同的觀念則有加強的必要。此結果說明現行國中公民活動的進行，可以培養學生對於民主運作程序、公民權利責任及政治參與態度的瞭解程度。藉由公民活動的順利推行，使學生能清楚明瞭身為現代公民應注重民主理念、公民責任及參與行為的重要性，其次，在活動進行中應強調人權及法治的觀念，特別是團體認同觀念的建立在公民活動中尤應重視。總之，民主信念的價值觀念在現行國中的公民教材及公民活動均十分強調及注重，而國家認同的價值觀念在現行國中的公民教材及公民活動中，則有應再加強的必要性。此外，學生在現行國中「公民與道德」課程教材方面、公民活動方面及教學方法方面均提出應改進的建議，提供教育當局作教育改革的參考。

本研究旨在討論中國初中階段，7-9年級公民類教科書中品德教育的內涵，希望透過文獻探討了解中國初中公民教科書的發展及品德教育實施的背景，進一步分析中國政府期望培育的公民，其所需具備的品德內涵。本研究藉由內容分析法，採用量化的方式計算教科書中品德內涵及使用策略的次數及分布情形，同時輔以文獻探討的結果，進行質性的分析及討論。 本研究先進行文獻探討，提出當前中國品德問題的現象，以及各國將品德教育視為教育主流的趨勢，接著分析中國改革開放後對人才素質的重視，導出對初中品德教育實施之迫切。本研究以2003年通過的課程標準，「人教版」之《思想品德》及《歷史與社會》為研究對象，由中華文化的品德內涵以及馬克思主義、毛澤東思想及鄧小平理論等為主，輔以其他相關政策，發展出本研究之內涵類目，再根據專家編輯之類目修改之策略類目，由此展開初中公民類教科書之品德內涵分析。 本研究的結果如下： 1.依年級觀之，品德內涵分布呈現不連續。七年級重個體品德，八年級重人際及公民品德，九年級重公民品德；環境品德則散見於各年級課文之段落。 2.依主類目觀之，首重公民品德，次為個體品德；而人際品德分布比例偏低，環境品德明顯欠缺。 3.依次類目觀之，各有所偏重，呈現不平均情形。個體品德偏重自我概念，人際品德偏重尊重包容，公民品德偏重法紀概念，環境品德重視關懷環境。 4.教科書的品德內涵編寫符合學生年齡心智之發展，先是自身關係從個體、人際到國家社會，採「由近及遠」；次為內涵深度從個人觀念到公民知識，採「由淺及深」。 5.編寫策略方面，教科書中多用「提出問題」、「比喻及舉例」，較少使用「類推與歸納」、「相互對比」及「因果關係」。且依年級與主題差異，調整編寫策略，越低年級採用較多圖片，越高年級較多解釋說明。 / The study explores the content of character education in textbooks. The civic education textbooks of junior high school (from 7-9 grades) in China are regarded as object. First of all, the background and developing of the civic education textbooks could be understood through the reviewing of literatures. Secondly, different kind of character education contents that the citizens of China need could be analyzed. Thirdly, the numbers and distributions of character education contents and tactics we could be counted by the content analysis. The last but not the least, the results are analyzed and discussed by the literature reviewing. The study points out the appearing of the character education problems in China, and the trend of character education in countries. Then it exposes that government respects the quality of people, so they eager to implement the character education. The object of the study is the textbooks published by “people’s education press”, based on the course standard in 2003. The analytical table of contents is based on the Chinese traditional character education and the Marxism, Mao Zedong Thought, Deng Xiaoping Theory, and other important policies. The analytical table of writing tactics is based on the theory of professionals. According to two analytical tables, we begin to the study. The conclusions of the study are as follow: 1.According to the different grades: the 7 grade focused on self character, the 8 grade focused on interpersonal character, the 9 grade focused on citizenship character. The environment character is dispersed in the textbook. 2.According to main categories : the most important item is citizenship character, the second one is self character, the third one is interpersonal character, the last one is environment character. 3.According to the secondary categories: their distributions aren’t averaged. Self character focused on self-concept, interpersonal character focused on respecting and tolerating, citizenship character focused on the conception of law and discipline, environment character focused on caring environment. 4.The writing of the textbooks are following the tips: from person to the government, and from easy to hard. 5.The writing tactics of the textbooks: the main tactics are ”asking questions” and ”giving an example”; the least tactics are “reasoning and induction” , ”comparing” and ” cause and effect”. The lower grade prefers using photos and the higher one prefers using explanation.

The diploma thesis deals the phenomenon of education of Roma children in the system of special elementary education. The aim of the thesis is to capture the specifics of this education focusing on the analysis of the civic education on primary practical schools in context of relationships to Roma pupils. The theoretical part is focused on the current situation of the Roma minority in the Czech republic. The work briefly describes the history of the Roma minority and the current situation of Roma people in the modern society. Most attention is paid to the Czech primary educational system, especially teaching Roma pupils on practical primary schools. The work briefly deals with the current changes in the educational system, so called inclusive education too. The practical part is focused on the methodology of the multicultural education themes, on the second degree of an elementary practical school in Vimperk.

This Diploma Thesis is based on the Didactic Processing of the National Memorial at Vítkov in Prague for the Civic Education at Elementary School. The description of the building itself is both architectural, practical and functional, especially its use in the context of various periods of the Czechoslovak and Czech History of the Twentieth century. The theoretical part is created by information about the origin, history and use of the monument site and the building, as well as information about the use of the museum and other cultural monuments or important places in primary school education. The practical part of the Thesis contains a proposal for didactic use and is based on the design of an excursion to the National Memorial at Vítkov and the local museum exposition of the Crossroads of Czech and Czechoslovak Statehood, but also on the development of institutions of offered didactical materials and educational programs that can be visited here with children. The most important is the design of an interdisciplinary activities with the possibility of using the existing exposition for students of the second grade of primary schools and equivalent years of multi-year gymnasiums in Civic Education. The goal of the Thesis is to point out the importance of interesting places and cultural monuments in...