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published_or_final_version / Education / Master / Master of Education

Made available in DSpace on 2016-04-27T16:33:14Z (GMT). No. of bitstreams: 1 Dissertacao Juliana Miranda Filgueiras.pdf: 3405143 bytes, checksum: ffd4b4614acae91b590766ea8fee9da2 (MD5) Previous issue date: 2006-08-30 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This research aims to present the constitution of the school subject Moral and Civic Education which was made obligatory by the Military Regimen in 1969. This subject was created by the Military Regimen ideology and goes through many changes, but remains obligatory in school curriculums until 1993. By creating the MCE, the Military Regimen intended to make it responsible for the political formation of the Brazilian citizen. By doing it, this responsibility was taken away from other subjects like history and geography. The knowledge related to patriotism was transferred from these subjects and presented as special topics of Moral and Civic Education. The subject should educate the citizen to fight subversive ideas communism, and create a religious moral. Several textbooks were produced for the subject, which are considered privileged study sources, because they expose the proposals presented by the oficial curricular programs. Another important aspect was the creation of an specific entity to rule the subject the National Comitee for Moral and Civism, responsible for the implementation and maintenance of the doctrine of the subject and also responsible for the evaluation and approval of the textbooks. This entity fought for space with the Federal Council of Education through all the studied period. A continuous shock was noticed between the two entities, especially in relation to the teaching lines of direction of MCE / Esta pesquisa tem por objetivo apresentar a constituição da disciplina escolar Educação Moral e Cívica, tornada obrigatória pelo Regime Militar em 1969. Essa disciplina foi criada dentro de um arcabouço político ideológico do Regime Militar, passa por diversas mudanças, mas permanece obrigatória nos currículos escolares até 1993. O Regime Militar ao criar a disciplina EMC pretendia torná-la a principal responsável pela formação política do cidadão brasileiro. Dessa maneira procurou retirar de outras disciplinas essa responsabilidade - como a História e a Geografia. Os saberes relacionados ao civismo foram transferidos dessas disciplinas e apresentados como especificidades da Educação Moral e Cívica. A EMC deveria formar o cidadão para combater as idéias subversivas - o comunismo, e criar uma moral religiosa. Para a disciplina da EMC foram produzidos diversos livros didáticos, que são considerados fontes privilegiadas para seu estudo, pois expõem em forma de conteúdo as propostas apresentadas pelos programas curriculares oficiais. Outro aspecto importante foi a criação de um órgão específico para o controle da disciplina a Comissão Nacional de Moral e Civismo (CNMC), responsável pela implantação e manutenção da doutrina da EMC e responsável também pela avaliação e aprovação dos livros didáticos. Esse órgão disputou espaço com o Conselho Federal de Educação (CFE) ao longo de todo o período estudado. Foi observado um contínuo embate entre os dois órgãos, principalmente em relação às diretrizes para o ensino de EMC

Made available in DSpace on 2016-07-27T13:54:19Z (GMT). No. of bitstreams: 1 TANIA APARECIDA PORFIRIO DE SOUZA PIRES.pdf: 514173 bytes, checksum: a2b729e1d5dd67565d93e64297ebe84e (MD5) Previous issue date: 2008-12-14 / This research has the purpose of reviewing the teaching in the course of Improvement of Police Officer, 2nd Class, taught by the Academy of Civil Police of Goiás - PCA / GO, in April 2008, aimed at identifying the design of education of teachers surveyed, it with the guidelines of the Internal Rules - RI of the Academy of Civil Police of Goiás and the National Curriculum Matrix - MCN, to understand whether these instruments are themselves reference to the organization of the activity of education of teachers. The issues that guided the study were: What design of the teachers teaching the APC / GO? What is the compatibility between the design of teaching these teachers, the Rules of Procedure of the Civilian Police Academy and the National Curriculum Matrix SENASP-MJ? The research, qualitative approach, consisted of a case study. The data collected through interviews, questionnaires, observation and documents were submitted to content analysis. The central concepts and categories of search were organized in two axes. The first, training of Police Officer Civil of Goiás was based on the Rules of Procedure of the PCA / GO (1972), the National Curriculum Framework of SENASPMJ (2003) and the contribution of experts who study this subject area. The second, training and practice of education in theoretical contribution sought authors who discuss the issues of training and practice of teachers. The main contribution of this research was to show that there are difficulties and limitations of various orders in the mentioned place. Therefore, this research highlights the need for investment in training of teachers of the PCA / GO and the construction of an Educational Project that addresses the training needs of a civilian police committed to citizenship and individual rights and collective. / Este trabalho consiste em uma investigação sobre o ensino na Academia de olícia Civil de Goiás. Para desenvolvê-lo tomou-se como referência o Curso de Aperfeiçoamento de Agente de Polícia de 2ª Classe, ministrado pela Academia de Polícia Civil de Goiás - APC/GO, em abril de 2008. Teve como objetivo identificar a concepção de ensino dos professores pesquisados e verificar se as orientações do Regimento Interno - RI da Academia de Policia Civil de Goiás e da Matriz Curricular Nacional - MCN, constituem-se referência para a organização da atividade de ensino dos docentes. As questões centrais do estudo foram: Qual concepção de ensino expressa pelos professores da APC/GO? Qual a compatibilidade entre a concepção de ensino desses professores, o Regimento Interno da Academia de Polícia Civil e a Matriz Curricular Nacional da SENASP-MJ? A pesquisa, de abordagem qualitativa, consistiu em um estudo de caso. Os dados coletados por meio de entrevistas, questionário, observação e documentos, foram submetidos à análise de conteúdo. Os conceitos e categorias centrais da pesquisa foram organizados em dois eixos. O primeiro, formação do Agente de Polícia Civil goiano fundamentou-se no Regimento Interno da APC/GO (1972), na Matriz Curricular Nacional da SENASP-MJ (2003) e na contribuição de especialistas da área que estudam essa temática. O segundo, formação e prática de ensino buscou aporte teórico em autores que discutem as questões relativas à formação e prática dos professores. A principal contribuição da pesquisa consistiu em mostrar que há dificuldades e limitações de diversas ordens presentes no mencionado curso. Portanto, esta pesquisa evidencia a necessidade de investimentos na formação dos docentes da APC/GO e a construção de um Projeto Pedagógico que atenda às necessidades de formação de um policial civil comprometido com a cidadania e com os direitos individuais e coletivos.

本論文以台灣與韓國國中道德教育課程標準與現行教科書為主要論點。研究重要結論如下： 一、從課程標準之沿革看國中道德教育之目標，兩國均重視培養學生的道德觀念及民族意識，其背景理念同為儒家思想與現代市民倫理。 台灣自民國五十七(1968)年實施九年國民教育以來歷經四次的課程標準修訂，其初以道德教育為主的「公民與道德」教學，從民國七十二年的課程標準之後，則強調未來公民須知的政治、經濟、法律、社會及文化之知識教育。民國八十三(1994)年公佈的「國民中學課程標準」裡，表明國中階段的教育目的的培養，而缺乏價值判斷能力之培養。 韓國自 1954 年第一次教育課程以來經歷了六次的修訂，其教學重點仍以生活擴展理論做為準則，基本上以個人、社會、國家及反共、統一為主題。 1992 年所公佈的現行第六次教育課程則區分為個人生活；家庭、鄰居、學校生活；社會生活；國家、民族生活等四個範圍，其特點以強化禮節教育試圖維持社會秩序。道德科從 1973 年正式成為獨立一門學科之後，一直保持學校教育中的首要科目，並扮演民主市民教育、價值觀教育、統一教育。近年來社會各層面時常發生價值衝突現象，因此道德價科書中以多引述兩難困境培養學生的判斷能力。從以上的論述，可知韓國的道德教育也含蓄公民教育。 二、國中道德教育教科書方面： 1.台灣公民教育與道德教育合併為一科，故教科書之名稱為『公民與道德』，韓國則將『道德』獨立成為一學科，而以『社會』科負責公民知識教育。 2.教科書之編輯重點，台灣以教育、社會、法律、政治、經濟以及文化為教學重點，按各主題編一冊，共六冊，故每冊章與章間相互關聯，自成體系。韓國則以個人生活、家庭‧鄰里‧學校生活、社會生活、國家‧民族生活等分四大範圍，各學年應用一本，因而各學年間，課本的內容有系統的編排。 3.課文中道德內涵的呈現，台灣雖比以往減少然而還是以引用孫中山和蔣中正的話語占得多。韓國則以現實生活中常遇到的具體實例和故事來顯示。 三、未來發展趨勢：現行課程標準係預備二十一世紀而設計的，因此兩國均重視人性化、本土化、世界化的精神，加強鄉土教育和世界觀教育。隨著社會變遷兩性平等逐漸實現，因此兩性教育也被受注目。 道德教育途徑的多樣化，突出反映在德目主義和全面主義相結合。像台灣與韓國雖然有獨立的一門學科，然而亦重視「潛在課程」及環境薰陶。其餘教學方法上，運用多樣的教學法來補救傳統注入德目教條式教學的弊端。

In this article intercultural education is discussed, cases from the Danish upper secondary school are analyzed, and some requirements for further development are proposed. First definitions of the concepts communication, communicative action, intercultural communication and intercultural education are given. Starting from these definitions it is argued that intercultural communication as well as intercultural education is possible. Then two cases are analyzed. Finally – in the Discussion – it is underlined that the students’ metareflection on the context dependence of the knowledge construction process is a pivotal precondition for successful intercultural education.

The question of whether or not school makes a difference in preparing students for democratic citizenship has been debated for a long time in political science and curriculum studies. These discussions are mostly based on the results of international surveys measuring students’ political attitudes, values and participation. However, we first need to define what kind of prepared citizens are needed. This article takes on the definition issue and presents new perspectives by exploring how teachers in Social Science (Samhällskunskap) and their students in Sweden reason about engagement when they address complex societal issues such as globalisation. Based on interviews with a number of teachers and students I will argue that in order to understand what is going on in school we need to interpret Social Science teaching in terms of first- and second-order concepts, where the second-order concepts could be seen as "how to think like a social scientist". I will make a case that there is a didactic dilemma for teachers trying to educate students who are both trained in disciplinary thinking and leave school as politically engaged. However, this dilemma is not unsolvable and I will hold a position that it might contain answers to some of the questions that political scientists deal with in terms of engagement.

published_or_final_version / Education / Master / Master of Education

Lithuania gained independence fifteen years ago. But still the understanding of human rights (as rights of citizens) and responsibilities among young people is interpreted in a wrong way. This wrong perception impedes the development of democracy at the civic society. A special attention should be paid to a person, like a full-fledged member of society. Due to this reason, legal education should be one of the main aims of civic society. In this work the features of youth legal education are explored by analyzing the conceptions of youth legal socialization and legal education.

The voices, perspectives and experiences of girls and young women in history, political and civic education remain rare, and those of girls of color are even rarer still. This dissertation reports on the results of a qualitative study exploring girls’ perspectives on and experiences of citizenship in the Toronto area. Through the use of document analysis, semi-structured interviews; and photovoice, this study suggests that the girls easily identify traditional gendered expectations in their families, schools and in the society at large. At the same time, the girls often make deliberate choices to defy these expectations, carve out their own paths, and serve as advocates for gender equality, social justice and engaged citizenship. This study focuses on the voices of girls and the ways in which concepts of gender enhance, shape and inhibit civic action within schooling. Despite an increased emphasis on education for active citizenship in education more broadly, this study provokes serious questions about what girls are learning about their roles in society and how concepts of gender affect the ways young people understand and enact their citizenship roles. There are new fields of research in the areas of youth civic engagement, citizenship education, feminist and girlhood studies, all of which informed my understanding of these ‘citizen-girls’, however they still often remain separated and inadequately consider the intersections of multiple identity factors as well as the relationship between individual agency and the societal structures that construct dominant values. This study has important implications for educators and policymakers, suggesting a need for more spaces and opportunities both within the classroom, and outside the school, for girls and boys to critically engage with the messaging they receive about gender, democratic participation and citizen engagement. Furthermore, these girls’ experiences also suggest that we must broaden our definition of citizenship and civic participation in order to better reflect the myriad new forms of citizen expression being used by girls and young people in modern societies today.