In this examination project I look into what ways upper secondary school students conceive themselves as politically influenced before they voted for the general election of 2010. The purpose is to examine which influences the upper secondary school surroundings and the classes of civic education are contributing with to students before they voted. As a method, I have used personal, semi-structural interviews on eight upper secondary school students who all voted for a party represented in the parliament. I have asked questions about how they believe their parents, the surroundings of their school and the classes of civic education have influenced them. To separate which influences primarily the upper secondary school and the classes of civic educations have had on the students, I have selected two comparison groups of four students in each. One group contains only parent-influenced students whereas the other group contains only not parent-influenced students.   My findings show that the upper secondary school surroundings have played an important part to both student groups and the outcome may be theoretically generalized to all upper secondary school students studying natural science. The influences related to the classes of civic education have had a diversified outcome, mostly on not parent-influenced students. Therefore, this piece of result cannot be theoretically generalized to all natural science students. Not parent-influenced students also perceive themselves as more influenced by miscellaneous meaningful people, than do parent-influenced students.   I understand the results as students not concurring with their parents politically, are more inclined to chase their political identity among their peer friends and other meaningful people. They are also more open-minded in the teaching moments of political parties, also during the political debate throughout the civic education. Finally, I discuss how the results should be viewed by teachers in civic education and what role the upper secondary school continues to play, as a political socialization agent.

The thesis titled Transformations of view on the teaching of social sciences from 1989 (in selected specialized journals) discusses the history and development of social science disciplines. The thesis is divided into two parts theoretical and practical. The theoretical part describes brief development of the Czech education from the perspective of teaching social sciences from 1774 to 2014. This section is divided into two parts the first shows the development of education from 1774 to 1989; the second section is dedicated to the development of teaching civic education after 1989. Diploma thesis reflects significant milestones in the historical development and transformation of civic education. The practical part is focused on the analysis of the view of the teaching of social sciences since 1989 and the capture of various effords, trends and changes reflected in specialized journals. In this thesis was used the method of analysis and comparison of theoretical expertise and popular educational texts. The most recent and most frequent topics of social sciences, which were discussed in specialized journals, were ethical education, media education, sex education and multicultural education. The thesis shows both opinions of experts and educators and the views of students and their parents.

Made available in DSpace on 2016-06-02T19:39:03Z (GMT). No. of bitstreams: 1 2398.pdf: 6756718 bytes, checksum: 35cb399a5742a10d06f992b86418c41b (MD5) Previous issue date: 2009-03-06 / The purpose of this essay is to investigate, through the analysis of didatic manuals, the meaning of the subjects Moral and Civic Education and Brazil s Social and Political Organization during Brazil s military dictatorship post 1964. This analysis was completed with school writing register studies. To understand the discussion which drove the educational policy during the military dictatorship, 20 didactic manuals and their references were analyzed. Used as a primary source, the material served to point out specific arguments attributed to military rule. These arguments were submitted in this work to the materialist conception of history. In an attempt to reveal the influence of the named manuals as supporting arguments in accordance with the military regime, an attempt to understand how the persuasive reasonings became joined to the ideological justifications from the institutional discourse. In this process, new disciplines (or subjects), reorganizing existing moral and civic values, were used as support for the national mystic returned to the security and development binomial. It was then shown the authoritarian position of the moral and civic education during the military regime further proving how students were instructed through the use of stereotypes and idealizations. / O objetivo desta dissertação é investigar, através da análise de manuais didáticos, o papel das disciplinas Educação Moral e Cívica (EMC) e Organização Social e Política do Brasil (OSPB) na ditadura militar do Brasil pós-1964. Análise esta complementada com o estudo de registros de atas escolares. Para a compreensão do discurso que dirigiu a política educacional na ditadura militar, foram analisados 20 manuais didáticos e as referidas atas. Utilizado como fonte primária, o material serviu para detectar determinados argumentos que se prestaram ao regime militar. Argumentos estes submetidos, neste trabalho, à compreensão materialista dialética da história. Procurou-se desvelar a influência dos referidos manuais quanto à formação de posturas conformistas, em consonância ao regime militar, tentando compreender como os argumentos persuasivos aí veiculados articularam-se com as justificativas ideológicas do discurso institucional. Neste processo, as novas disciplinas, reorganizando valores morais e cívicos, serviram como suporte para mística nacional voltada para o binômio segurança e desenvolvimento. Demonstrou-se, assim, o caráter autoritário dos propósitos da educação moral e cívica no regime militar, evidenciando-se como os alunos foram exercitados através de estereótipos e idealizações.

Submitted by Danilo Forlini (daniloforlini.prof@gmail.com) on 2016-10-08T12:37:56Z No. of bitstreams: 1 DISSERTACAO DANILO VERSAO FINAL.pdf: 1000207 bytes, checksum: f81a4cd190e94b6fbb4e997083247e83 (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-10-11T14:28:13Z (GMT) No. of bitstreams: 1 forlini_db_me_arafcl.pdf: 1000207 bytes, checksum: f81a4cd190e94b6fbb4e997083247e83 (MD5) / Made available in DSpace on 2016-10-11T14:28:13Z (GMT). No. of bitstreams: 1 forlini_db_me_arafcl.pdf: 1000207 bytes, checksum: f81a4cd190e94b6fbb4e997083247e83 (MD5) Previous issue date: 2015-12-16 / Este trabalho de dissertação tem como objetivo investigar a Educação Política e para a Democracia no âmbito escolar, contemplando as percepções dos alunos sobre a Educação Política (ou o que se aproxima dela) dentro da escola. Para isto, fizemos uma levantamento bibliográfico do que tem sido pesquisado a respeito do tema da Educação Política, um campo de pesquisa ainda não disseminado no Brasil, mas que tem sua aumentado sua produção acadêmica nos últimos anos. Construímos uma argumentação que demonstra a necessidade de que este tema se constitua como uma agenda de pesquisa e prática na Educação, assim como esclarecemos o que as pesquisas têm mostrado como possíveis metodologias e conteúdos para a aplicação da Educação Política. A pesquisa também discute os temas da juventude, política, escola e participação em sua relação com o tema central do trabalho. Nossa pesquisa empírica de base qualitativa utiliza grupos focais para identificar como os alunos percebem (ou não) a Educação Política no âmbito escolar e quais são suas ideias a respeito de como ela poderia ser aplicada. Para isso, foram realizados três grupos focais com estudantes do terceiro ano do Ensino Médio de escolas públicas do Estado de São Paulo. O conjunto deste trabalho permite propor, em nossas considerações finais, possíveis caminhos e possibilidades para a aplicação e criação de projetos de Educação Política na Educação escolar, principalmente no Ensino Médio, este que atualmente encontra-se em crise de sentido, verificando em que medida a aplicação destas propostas de formação para a política e para a cidadania poderiam contribuir tanto para as problemáticas enfrentadas pela Educação quanto para a qualidade da democracia no Brasil. / This dissertation aims to defend the need for Political Education. Civic Education and to Learn Democracy in schools, searching the perceptions of students on Political Education (or what approachs it) inside the school. For this, we made a literature review of what has been researched on the subject of Political Education, a research field not yet widespread in Brazil, but that has increased their academic output in recent years. We build an argument which demonstrates the need for this issue to be constituted as a research agenda and practice in education, as well we clarify what research has shown to be possible methodologies and content for the implementation of the Political Educaction. The research also discusses youth issues, politics, school and participation in their relationship with the central theme work. As a complement to theoretical research, we conducted an empirical research of qualitative character through the use of focus groups to identify how students perceive (or not) the Political Education in schools and what are their ideas about how it could be applied. For this, we conduced three focus groups with students of the third year of high school in public schools of São Paulo. The whole of this work will show in our final remarks, ways and possibilities for the application and creation of education projects in the field of Political Education, especially in high school, that currently is in crisis of meaning, checking to what extent the application of these education proposals for political and citizenship could contribute both to the problems faced by education as to the quality of democracy in Brazil.

Este artículo identifica las obras que se usaban con mayor frecuencia en las escuelas primarias de la ciudad de Lima durante el siglo XIX y explica los motivos por los cuales gozaron de la preferencia de los maestros e, indirectamente, de los padres de familia. En este texto se examinan en detalle los objetivos asignados a la educación primaria por el gobierno central, las autoridades locales y los intelectuales de la época. Luego se analizan las motivaciones culturales y prácticas que los maestros tuvieron para adoptar determinados textos.---This article identifies the textbooks which were most frequently used in primary schools in Lima during the XIX century and analyzes the motives which explain why they were preferred by teachers and, indirectly, parents. The article examines in detail the objectives of primary education as determined by the central government, local authorities, and intellectuals during this period. Finally, it will analyze the cultural motivations and practices which led the teachers to adopt certain texts.

The topic of the diploma thesis is the model of integrated teaching and its potential for the development of education. If the model of integrated teaching is currently used in Czech schools, this is done primarily at the first or second stage of primary school. In my work, I would like to show that this approach to education can be used, and it also has benefits in high schools (grammar schools). The work will be primarily focused on the potential use of integrated teaching in the educational field "Man and Society. I understand integrated teaching in the sense of combining (synthesis) the curriculum of individual subjects or cognitively close educational areas into one whole with emphasis on the complexity and globality of cognition, where a number of subject relationships are applied. The aim of the work is to provide a reflection of the methodology and theoretical procedures necessary for the practical application of the curriculum based on the principles of integrated teaching. Subsequently, I would like to offer a kind of "guide" to their application in practice. On examples from abroad, I want to point out the practice in introducing this method of teaching.

The purpose of the study was to expose the economic norm on which the teaching rests to see if the governing documents and teaching materials give students the nuanced and multifaceted picture of economics that social studies and the Swedish school require. Based on the international research situation's indication of the neoclassical and market liberal norm as governing, the study started to take shape in dialogue with these results. With the help of Norman Fairclough's (2015) critical discourse analysis, curricula, and teaching materials for social studies were analyzed and interpreted. The result indicates that a neoclassical and market-liberal discourse is enormously prominent in social studies. The consequences are, among other things, that students' ability to achieve the overall goal and purpose of social studies is significantly hindered. In addition, the results show that the students were raised ideologically in line with a market-liberal discourse without the opportunity to take their ethical positions on the matter.

Syftet med denna studie är att beskriva och problematisera hur so- lärare i årskurs 4-6 förhåller sig till såväl som adresserar att undervisa elever om demokrati, genom demokrati för att sedan kunna verka för demokrati. Metoden som används för att få svar på forskningsfrågorna är kvalitativa semistrukturerade intervjuer med ostrukturerade inslag där sex yrkesverksamma lärare från fem olika kommuner blivit intervjuade. Denna studie har eftersträvat att synliggöra hur so-lärare använder sitt demokratiuppdrag i klassrumsundervisning för att tillföra eleverna redskap i form av inflytande, delaktighet och ansvarstagande. Fyra teman med underordnade aspekter som utgjorde intervjuerna föreföll i resultatet. Resultatet påvisar att upplevelsebaserad undervisning genererar mer handgriplighet och lärande. Det kan ske genom att exempelvis utföra olika studiebesök, skriva insändare till en tidning med innehåll som har inverkan på eleverna, samt diverse rollspel. Resultatet visar även att när kommer till att bringa kunskap i ett klassrum med elever som har olika erfarenheter och bakgrund, behövs fostran för att förstå att olikheter är en fördel. Det är fördelaktigt att elever urskiljer fenomen på varierande sätt och uppdraget för lärare är att ge elever verktyg till att uppfatta det som något berikade, att alla behövs. / The purpose of this study is to describe and problematize how the teaching assignment is addressed as well as how social studies teachers in grades 4-6, who teach students about democracy through democracy in order to then work for democracy, treat it. The method used to answer the research questions are qualitative semi-structured interviews with unstructured elements, where six participants from five different municipalities have been interviewed. This study has sought to make visible how social studies teachers use their democratic mission in classroom teaching by providing students with tools in the form of influence, participation and responsibility. Four themes with subordinate Aspect that made up the interviews appeared in the results. The result shows that experiential teaching generates more tangibility and learning, by carrying out various study visits, writing submissions to a newspaper, content that has an impact on the students, as well as various role-plays. The result also shows that bringing knowledge into a classroom with students with different experiences and backgrounds requires education to understand that differences are an advantage. It is beneficial for students to distinguish phenomena in varying ways, and the task for teachers is to give students the tools to perceive it, as something enriching, that everyone is needed.

This study aims to obtain a deeper understanding of upper secondary teachers’ didactical choiceswhen teaching about controversial or sensitive topics; and what the challenges and possibilities arewithin a subject. Controversial and sensitive topics are a part of our everyday life. This study wantstherefore to contribute to the understanding of what can be regarded as controversial or sensitive intoday’s classrooms. To do this we carried out qualitative interviews with semi-structured questionswhich allowed openness in possible follow-up questions. Five civics teachers were interviewed, theirviews recorded, and transcribed. An inductive approach was initially taken when analysing thetranscripts. The three didactical questions what, why, and how, were used as a guide when coding thetranscription. In addition, the data was conceptualised, and themes were identified. These themeswere then used as markers for the result and discussion. The teachers' statements aligned with whatprevious research told us. All teachers interviewed identified at least one controversy, and stated theyfelt positively about their use in schools to aid students in learning. These included recently emergingtopics such as the conflict between Israel and Palestine, national party politics, LGBTQI+, andvictimology. The topics could be used as a tool to give perspective to the information flow in societyand social media surrounding the students. Discussions were also deemed as important whenhandling matters that could cause the class distress. The teachers often used their own or others’ pastexperiences with a subject when handling a topic, often with the students' possible connection andbackground in mind. Even though they found the student’s relation to the subject to be the toughestchallenge and not the topic itself. The teachers' beliefs were that nuancing the subject and discussionsabout controversial and sensitive topics are vital in civic education. / <p>Godkänd 2024-01-19</p>

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