This thesis argues that cookbooks and cooking literature prescribed domesticity, specifically linked to the kitchen, as an obligation for American women in World War II. Building on the work of culinary historians and gender scholars, I argue that the government enlisted women as "kitchen citizens." In contrast to the obligations of male military service, government propaganda, commercially-published cookbooks, community cookbooks, and agriculture extension pamphlets used understandings of middle-class femininity to prescribe women's identity and role in the war effort as homemakers. Despite the popular memory of wartime women as Rosie-the-Riveters, this thesis suggests that working outside the home was a temporary and secondary identity. During World War II, cooking literature re-linked women's work inside the home to political significance and defined women's domestic responsibilities as an obligation of American female citizenship. / Master of Arts

Thriving youth have the capacity to contribute to greater society and develop independence, mastery, generosity, and a sense of belonging. This development is frequently enhanced through youth programming as ability expansion rather than capacity for authority and community engagement. In Virginia 4-H teen-leadership initiatives infused with positive youth development provide opportunities to bolster active and engaged citizenship (AEC). The purpose of this study was to explain AEC through the examination of ethical factors, demographics, and problem-solving disposition of youth participating in leadership-development programs. This study utilized both person- and variable-centered analyses to develop youth profiles and determine the impact of ethical factors, demographics, and problem-solving disposition on AEC for participants in long-term 4-H teen-leadership programs and short-term 4-H leadership trainings. An ex post facto survey design was used to develop clusters of youth and explain the relationship between problem-solving disposition, demographics, ethical factors, and AEC. The findings indicated that both ethical factors and problem-solving disposition significantly explained AEC for both treatments. Additionally, findings indicated significant differences between clusters for AEC, civic duty, and civic skills. These differences were predominately observed through membership in long-term or short-term leadership programs as well as enrollment in honors/AP courses, gender, ethical views, and problem-solving disposition. Findings informed the incorporation of community problem-solving in the youth's AEC model. A conceptual model for Youth in Community Problem Solving (YCPS) was developed based on theory and findings. Sociocultural theory and reasoned actioned approach, situated within relational developmental systems metatheory, provided a foundation for the YCPS model. Additional literature on positive youth development, youth-leadership development, self-consciousness, sense of community, and problem-solving disposition was utilized in support of the model. Evidence for the inclusion of problem-solving disposition in the model was found through a recent study with youth in leadership programs. If youth are to engage in YCPS partnerships, both youth and adults should be equipped with the necessary tools and resources for equal partnership, so they can overcome power dynamics and inner team conflicts. Additionally, Youth leadership practitioners should consider avenues for infusing character and problem-solving development in gender inclusive program curriculum to increase likelihood for contribution. / Ph. D. / Youth are often not viewed as resources for community development. However, when equipped with the right skills, youth are able to contribute meaningfully as citizens. In Virginia 4-H, there are a variety of programs, clubs, and trainings that focus on citizenship and leadership development. Youth leadership programs are often used to prepare youth as future, rather than current, leaders. Character and problem-solving skills are pathways for increasing citizenship and civic participation. This study sought to examine how character, problem-solving views, and demographics relate to civic engagement of youth. I surveyed 4-H youth participating in year-round teen-leadership programs and camp-counselor or weekend-long leadership trainings. I found that positive views related to character and problem solving influenced youth citizenship regardless of participation in a year-round or weekend-long leadership program. I also found females in year-round programs and youth enrolled in honors/AP courses were more likely to contribute and engage in their communities. These findings led to the development of a model for engaging youth in community problem solving. This model includes relationships, personal development, leadership development, character, and problem-solving views as important elements for preparing youth to engage with community leaders on community issues. Youth leadership practitioners and Extension agents should consider ways to include character and problem-solving education in teen-leadership programs in order to prepare youth for community engagement. Further, youth must be provided opportunities for reflection and mentorship in civic engagement and community problem solving. By equipping youth with the tools necessary to participate in their communities, we can increase the diversity of ideas and solutions to community-based problems

The past decade has been witness to a growing concern with the political, moral and social capacity of young people to demonstrate ‘active citizenship’. Alongside the introduction of citizenship education in schools there has been evidence of increased political and public anxiety about how young people integrate within their local communities. All of this has taken place in the context of broader social policy debates about how individuals demonstrate social responsibility in late modern, advanced liberal democracies. This study investigated how young people define and experience active citizenship in their everyday, real world settings. It comprised workshops and focus groups with 93 young people aged 14-16 living in the East Midlands. Using an adaptive theory design, the investigation utilised definitions generated by young people to build an applied theory of active citizenship. Young people in this study defined active citizenship in terms of membership and status, social responsibility and to a lesser extent, political literacy. Through a process of deliberation, they determined six concepts to be most important in thinking about active citizenship. These were ‘rights’; ‘responsibilities’; ‘care for others’; ‘control’; ‘making decisions’, and ‘respect’. These concepts were explored in relation to the everyday experiences of young people. Young people experience active citizenship differently within and between each context of their lives (proximate, community and institutional levels) showing high degrees of related skills and awareness. Whilst communities and institutions offer some opportunities for young people to test and develop citizenship identities, they also present significant barriers.

The free movement of persons in the EU has been fraught with tension since the Eastern enlargements. This culminated in 2016 when the UK demanded the possibility to limit rights and benefits to intra-EU migrants, making for a fresh investigation into the state of the free movement. From a constructivist perspective of rights and citizenship this in-depth case study aims to elucidate how EU actors describe the free movement of persons. It will further look at how they situate limitations and obstacles and analyze what this reflects in terms of underlying logics and rationales of rights and citizenship in the EU free movement regime. The interviews with EU actors reveal how distinctions of politically constructed categories of migrants which define Insiders and Outsiders are used to rationalize who has the right to social rights. Inclusion is defined in terms of market liberalism and individual responsibility, logics which thus also define the Insiders of Europe. This produces an image of the EU citizen and indirectly defines those who diverge from this image as Outsiders, including “lesser” Europeans. The underlying logics within the EU could therefore contribute to negative perceptions of those who cannot meet the requirements of the ideal European.

It is widely agreed that effective citizenship, whether in well-established democracies or in those in transition to democracy, require some educational preparation. In post-apartheid South Africa, education policy and subsequent curriculum development placed participatory democracy and active citizenship at its centre. Although South African education policy documents have a maximalist tone in places, they collectively reflect a minimalist conception of citizenship and of citizenship education. The focus of my critique of citizenship education policy is the tendency manifest in the state policy documents to undermine democratic participation and active citizenry, conceptions first developed and put into practice in the Greek city-state of Athens. The conception of education for citizenship does not guide the practice in terms accessible to the school’s democratic community. State policy’s concept of students’ democratic participation and representation does not reflect a representative model of democracy in South African schools. Furthermore, extant policy does not envisage democratic citizenship education that is enjoyed by a significant proportion of the South African learners. This minimalist conception of citizenship and of citizenship education is not appropriate for the South African context. This thesis, further, mounts a defence of compulsion, arguing that within the theoretical framework of current theories of the Athenian prototype of democracy, deliberative and representative democracy, compulsory schooling and compulsory citizenship education can be justified on the grounds that they promote individual autonomy and build social cohesion ― towards the common good in South Africa. The recently proposed compulsory citizenship education programmes are not compatible with compulsory citizenship education that is designed to promote active, critical and inquiring South African citizens. These value-based education documents promote obedience, if not unquestioning loyalty, to the South African government. Moreover, neither the Bill of Responsibilities nor the School Pledge offer possible strategies for getting from where we are to where we ought to be. In the final analysis, post-apartheid citizenship education policy’s lack of conceptual clarity, coherence and consistency can be attributed in large part to the conflicting forms and conceptions of citizenship in South Africa. The goals of citizenship education in South Africa would be better served by cosmopolitan ideals, that is, preparing South African learners to act in a local, national and global scale.

A dissertação tem por objetivo a investigação, no âmbito da filosofia do direito, do significado da concepção de cidadania, seja ela formulada em termos teóricos ou práticos. A hipótese central é que a cidadania é uma linguagem, semelhante às linguagens naturais, que se modificam ao longo do tempo pelo uso, mas que mantém intacto o núcleo, com as modificações se processando nas camadas que o circundam. No núcleo da linguagem cidadania estão as noções de consenso e utilidade. Consenso entre pessoas significa que elas são socialmente iguais e estão aptas a exporem suas idéias e visões sobre a melhor forma do convívio social harmônico e que serão ouvidas e ouvirão as idéias e visões de seus concidadãos. Da inter-relação dessas idéias e visões estão dispostas a extraírem uma posição comum que reflita o equilíbrio alcançado como resultado do encontro de significados diferentes para a vida social. Mas, igualmente importante, estão dispostas a observarem os princípios a que chegaram em suas vidas cotidianas. A noção de utilidade repousa na necessidade de resolver os problemas que se apresentam na vida em sociedade. A cidadania não é uma noção abstrata desligada dos fatos concretos, mas expressa maneiras de, em igualdade de condições e possibilidades, todos participarem na proposição de soluções e serem capazes de formularem posições que mantenham a coerência e sistematicidade de procedimentos passados, presentes e futuros. Uma concepção de cidadania que seja de aplicação e domínio públicos objetiva evitar que soluções contingentes sejam adotadas sem consideração dos possíveis reflexos nas vidas de outras pessoas e das gerações futuras. A função da teoria assume, então, o papel de ordenação e guia das ações práticas. Na defesa da cidadania enquanto linguagem universal de expressão para sentimentos e aspirações coletivos conjugado com a superação de problemas, grandes narrativas universais, como as concepções formuladas por Aristóteles, Hobbes e as derivadas do contrato social de Rousseau, aliadas às narrativas que configuram o período pós-independência do Brasil são analisadas, principalmente a encontrada na promulgação da Constituição Federal de 1988. Esta encontra sua principal justificativa na eleição da cidadania como fundamento de existência do Estado pela enumeração de direitos valorados como fundamentais para o respeito à vida digna e com padrões mínimos de bem-estar individual e social. Em termos menos abstratos, a Constituição de 1988 define os direitos que configuram o senso de liberdade, rompendo com a heteronímia do cidadão em função do Estado que predominava nas constituições anteriores. / The dissertation takes the investigation as an objective, in the context of the philosophy of the right, of the meaning of the conception of citizenship, be it formulated in theoretical or practical terms. The central hypothesis is that the citizenship is a language similar to the natural languages, which are modified along the time by the use, but the core remains intact, with the modifications taking place in the layers that surround it. In the core of the citizenship language there are the notions of consensus and usefulness. Consensus between persons means that they are socially the equals to each other and are suitable exposing his ideas and visions on the best form of the social harmonic living together and that they will be heard and will hear the ideas and visions of his fellow-citizens. They are able to get from the inter-relation of these ideas and visions a common position that reflects the balance reached as result of the meeting of different meanings for the social life. But, equally important, they are concerned for observing the beginnings that they brought near in his daily lives. The notion of usefulness rests in the necessity of resolving the problems that show up in the life in society. The citizenship is not an abstract notion apart from the concrete facts, but it relates to manners of, in equality of conditions and means, give to every one the change of proposing solutions and formulating positions that maintain the coherence and systematic approach of past, present and future proceedings. A conception of citizenship that is of public application and domain aims to avoid which possible solutions are adopted without consideration of the possible reflexes in the lives of other persons and of the future generations. The function of the theory assumes, then, the paper of ordering and guide of the practical actions. In the defense of the citizenship while universal language of expression for feelings vehicles and aspirations conjugated with the overcoming of problems, great universal narratives, like the conceptions formulated by Aristotle, Hobbes and the derivatives of the social contract of Rousseau, allied to the narratives that shape the period postindependence of healthy Brazil are taken into consideration, mainly the considered one in the promulgation of the Federal Constitution of 1988. This one finds his principal justification in the election of the citizenship like basis of existence of the State for the enumeration of rights judged as meaningful for the respect to the worthy life and with least standards of individual and social well-being. In less abstract terms, the Constitution of 1988 defines the rights that shape the sense of freedom, breaking with the dependent condition of the citizen in function of the State that was predominating in the previous constitutions.

No description available.

Ng, Philomena. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (leaves 213-221). / Abstracts in English and Chinese. / Abstract --- p.ii-iv / Table of Content --- p.v-vii / Chapter Chapter One --- Introduction --- p.1 / Background / The Issue / Research Problem / Summary of the Framework / Chapter Chapter Two --- Literature Review --- p.21 / The Socio-cultural context in Hong Kong / Self or Subjects/Subjectivity? / The Construction of Subjectivity through the Lens of Cultural Citizenship ´ؤ The Us and Other Distinction / Understanding the Agentic Subject through the Lens of Cultural Citizenship / Ideology/Discourses VS the Exercise of Agency / Construction of Subjectivity and the Exercise of Agency Through Narrations / Conclusion / Chapter Chapter Three --- Methodology --- p.50 / My Epistemology Position / Topic / Definition of Core Terms / Research Questions / Purpose of My Research / Data Sources and Methods / Validity and Reliability / Generalizability / Chapter Chapter Four --- Background of my informants --- p.72 / Introduction / Background of my informants / Summary of the main characteristics of my informants / Chapter Chapter Five --- Empirical Chapter: The Making of Cultural Citizenship of Group1 --- p.102 / Introduction / In-group and Out-group within the female migrants community / Their In-group / The Construction of Out-group ´ؤ Hongkongeses / How do they perceive their own identity? Hongkongese? Mainlanders? Or something else? / Their Connections with Hong Kong / Active Resistance: Agency exercised at home / Conclusion / Chapter Chapter Six --- Empirical Chapter: The Making of Cultural Citizenship of Group2 --- p.141 / Introduction / In-group / Hong Kong people: out-group or in-between in-group and out-group / How do they perceive their own identity? Hongkongese? Mainlanders? Or something else? / Their connections with Hong Kong / Exercising their agency to ward off the enforced identities / Subsuming to the dominated discourse about CSSA recipients / Conclusion / Chapter Chapter Seven --- Data Comparison and Discussion --- p.170 / Introduction / Sense of Community of Group 1 and 2 / Why Did They Draw the Boundaries in Such a Way? / Assessing the Agency of the Female Migrants / Conclusion / Chapter Chapter Eight --- Concluding Chapter --- p.191 / My Interviewing Experiences and Self-reflexivity / Limitations / Implications/Contributions / Unanswered Questions or Some Interesting Points for Further / Studies / Conclusion / List of References --- p.213 / Appendix1 --- p.222 / Interview guidelines/questions

Ho Pui-hung. / Thesis submitted in: July 2003. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (leaves 133-143). / Abstracts in English and Chinese. / Abstract --- p.i / 摘要 --- p.ii / Acknowledgement --- p.iii / Table of Content --- p.v / Chapter Chapter1 --- "Overview, Research Concern, Literature Review and Theoretical Framework" --- p.1 / Chapter 1.1 --- Introduction --- p.1 / Chapter 1.2 --- Overview of Existing Studies on Civics Education of Postwar Hong Kong --- p.2 / Chapter 1.3 --- Queries over the Functionalistic Account： Preliminary Research Inquiries --- p.3 / Chapter 1.4 --- Sociological Approaches to Civics Education --- p.5 / Chapter 1.4.1 --- Functional Perspective on Civics Education --- p.6 / Chapter 1.4.2 --- Conflict Perspective on Civics Education --- p.7 / Chapter 1.4.3 --- Implications of Functional and Conflict Perspective on Civics Education --- p.14 / Chapter 1.5 --- Theoretical Concern of New Institutionalism --- p.15 / Chapter 1.5.1 --- New Institutional Perspective on Education --- p.15 / Chapter 1.5.2 --- Universal World Models of Individual and Society --- p.16 / Chapter 1.5.3 --- Implications of New Institutional Perspective in Civics Education --- p.19 / Chapter 1.6 --- Casing the Hong Kong Case --- p.20 / Chapter 1.7 --- Research Questions --- p.22 / Chapter 1.8 --- Organization of Thesis --- p.23 / Chapter Chapter2 --- Method --- p.24 / Chapter 2.1 --- Formal Civics Education as the Object of Study --- p.24 / Chapter 2.2 --- Temporal Dimension --- p.25 / Chapter 2.3 --- Why Junior Secondary Level? --- p.26 / Chapter 2.4 --- "Data Sources, Sampling and Coding" --- p.26 / Chapter 2.4.1 --- Data Sources and the Issue of Sampling --- p.27 / Chapter 2.4.2 --- The Coding Scheme --- p.28 / Chapter Chapter3 --- Development and Diffusion of Civics Education in the Whole Curriculum --- p.33 / Chapter 3.1 --- Introduction --- p.33 / Chapter 3.2 --- Forms of Presence --- p.33 / Chapter 3.2.1 --- Persistent Presence --- p.35 / Chapter 3.2.2 --- Pervasive Presence --- p.36 / Chapter 3.2.3 --- Enhanced Flexibility in Curriculum Planning: Resistance Resided in School Choice --- p.39 / Chapter 3.2.4 --- The Legitimate Ideological Base of Infusion Model of Civics Curriculum --- p.41 / Chapter 3.3 --- Permeation of moral/civics education in the whole curriculum --- p.44 / Chapter 3.3.1 --- Introduction --- p.44 / Chapter 3.3.2 --- Classification of Subjects --- p.45 / Chapter 3.3.3 --- Aesthetic and Expressive Subjects --- p.45 / Art and Design --- p.46 / Chapter 3.3.4 --- Language Subjects --- p.50 / English Language --- p.50 / Chinese Language --- p.51 / Chapter 3.3.5 --- Social and Humanities Subjects --- p.52 / Home Economics --- p.53 / History --- p.54 / Chinese History --- p.58 / Geography --- p.60 / Chapter 3.3.6 --- Vocational Subjects --- p.62 / Chapter 3.3.7 --- Mathematics and Science Subjects --- p.63 / Mathematics --- p.64 / Chemistry --- p.67 / Biology --- p.72 / Chapter 3.4 --- Summary and Discussion --- p.75 / Chapter Chapter4 --- "Continuity and Change of the Knowledge Base of Civics Education, 1960-2000" --- p.79 / Chapter 4.1 --- Introduction --- p.79 / Chapter 4.2 --- Changes in Official Aims of Civics Education --- p.79 / Chapter 4.2.1. --- Expanded Vision and Interconnectedness of Individual and Its Environment --- p.79 / Chapter 4.2.2. --- Elaboration of the Rational and Participatory Model of Individuals --- p.81 / Chapter 4.2.3. --- Realization of Universalistic Values in Everyday Life --- p.82 / Chapter 4.2.4. --- Rising Awareness of Civic Identity --- p.83 / Chapter 4.2.5 --- "Implications of Changing ""´حAims"" of Civics Curriculum" --- p.83 / Chapter 4.3 --- Forms of Presentation --- p.85 / Chapter 4.3.1 --- Shift of Emphasis from Practical and Personal Experience to Conceptual Issues of The System --- p.87 / Chapter 4.3.2 --- Stronger Reliance on Scientific Knowledge Base --- p.90 / Chapter 4.3.3 --- Implications for the Changing Presentation of Civics Knowledge: Emergence of a Universalistic Knowledge Base --- p.90 / Chapter 4.4 --- Content analysis --- p.93 / Chapter 4.5 --- Textual Analysis --- p.96 / Chapter 4.5.1. --- Moral and Character Training --- p.96 / Chapter 4.5.2 --- Self and Individual --- p.98 / Chapter 4.5.3 --- Individual and Immediate Community --- p.103 / Chapter 4.5.4 --- Civic Awareness and Local Society --- p.108 / Chapter 4.5.5 --- Nation and Nationhood --- p.120 / Chapter 4.5.6 --- Global Connectedness --- p.120 / Chapter 4.6 --- Summary and Discussion --- p.122 / Chapter Chapter5 --- Conclusion --- p.127 / Chapter 5.1 --- Introduction --- p.127 / Chapter 5.2 --- Specialization of Society versus Broadened and Universal Participation of Citizen with Wide-Ranging Generic Skills and Values --- p.128 / Chapter 5.3 --- Ritualistic Enactment of World Scripts of Modern Citizen and Student --- p.129 / Chapter 5.4 --- Sociological Significance --- p.130 / Chapter 5.4.1 --- Empirical Significance --- p.130 / Chapter 5.4.2 --- Theoretical Significance --- p.131 / Chapter 5.5 --- A Prospective Research Agenda --- p.132 / References --- p.133 / Appendix I: List of Syllabi Adopted for Content Analysis --- p.141 / Appendix II: List of Textbooks --- p.142 / LIST OF TABLES / Table 2.1 Coding Scheme --- p.30 / Table 3.1 : Development and Proximities of Civics Education in Postwar HK --- p.34 / Table 3.2 Classifications of Subjects --- p.45 / Table 3.3 Time allocation for three main components in art education --- p.46 / "Table 3.4 Comparison of the Structure of Chemistry Curriculum, 1975/82 and 1991" --- p.67 / Table 3.5 Analogy of Chemical Properties with Moral Issues --- p.71 / "Table 4.1 Examples of Changing Chapter Titles for Similar Civic Themes in the Civics and EPA Textbooks for Secondary Schools, 1962-2000" --- p.86 / "Table 4.2a Relative Emphasis of Various Civics Themes in the Syllabus of Civics-Related Subjects in Postwar HK, 1950-2000" --- p.93 / "Table 4.2b Comparison of the Relative Emphasis of Various Civics Themes in the Syllabus of Civics-Related Subjects in Postwar HK, 1950-2000" --- p.94 / "Table 4.3 List of Chapter Titles Related to Self-Management in Social Studies Textbooks,"

A dissertação tem por objetivo a investigação, no âmbito da filosofia do direito, do significado da concepção de cidadania, seja ela formulada em termos teóricos ou práticos. A hipótese central é que a cidadania é uma linguagem, semelhante às linguagens naturais, que se modificam ao longo do tempo pelo uso, mas que mantém intacto o núcleo, com as modificações se processando nas camadas que o circundam. No núcleo da linguagem cidadania estão as noções de consenso e utilidade. Consenso entre pessoas significa que elas são socialmente iguais e estão aptas a exporem suas idéias e visões sobre a melhor forma do convívio social harmônico e que serão ouvidas e ouvirão as idéias e visões de seus concidadãos. Da inter-relação dessas idéias e visões estão dispostas a extraírem uma posição comum que reflita o equilíbrio alcançado como resultado do encontro de significados diferentes para a vida social. Mas, igualmente importante, estão dispostas a observarem os princípios a que chegaram em suas vidas cotidianas. A noção de utilidade repousa na necessidade de resolver os problemas que se apresentam na vida em sociedade. A cidadania não é uma noção abstrata desligada dos fatos concretos, mas expressa maneiras de, em igualdade de condições e possibilidades, todos participarem na proposição de soluções e serem capazes de formularem posições que mantenham a coerência e sistematicidade de procedimentos passados, presentes e futuros. Uma concepção de cidadania que seja de aplicação e domínio públicos objetiva evitar que soluções contingentes sejam adotadas sem consideração dos possíveis reflexos nas vidas de outras pessoas e das gerações futuras. A função da teoria assume, então, o papel de ordenação e guia das ações práticas. Na defesa da cidadania enquanto linguagem universal de expressão para sentimentos e aspirações coletivos conjugado com a superação de problemas, grandes narrativas universais, como as concepções formuladas por Aristóteles, Hobbes e as derivadas do contrato social de Rousseau, aliadas às narrativas que configuram o período pós-independência do Brasil são analisadas, principalmente a encontrada na promulgação da Constituição Federal de 1988. Esta encontra sua principal justificativa na eleição da cidadania como fundamento de existência do Estado pela enumeração de direitos valorados como fundamentais para o respeito à vida digna e com padrões mínimos de bem-estar individual e social. Em termos menos abstratos, a Constituição de 1988 define os direitos que configuram o senso de liberdade, rompendo com a heteronímia do cidadão em função do Estado que predominava nas constituições anteriores. / The dissertation takes the investigation as an objective, in the context of the philosophy of the right, of the meaning of the conception of citizenship, be it formulated in theoretical or practical terms. The central hypothesis is that the citizenship is a language similar to the natural languages, which are modified along the time by the use, but the core remains intact, with the modifications taking place in the layers that surround it. In the core of the citizenship language there are the notions of consensus and usefulness. Consensus between persons means that they are socially the equals to each other and are suitable exposing his ideas and visions on the best form of the social harmonic living together and that they will be heard and will hear the ideas and visions of his fellow-citizens. They are able to get from the inter-relation of these ideas and visions a common position that reflects the balance reached as result of the meeting of different meanings for the social life. But, equally important, they are concerned for observing the beginnings that they brought near in his daily lives. The notion of usefulness rests in the necessity of resolving the problems that show up in the life in society. The citizenship is not an abstract notion apart from the concrete facts, but it relates to manners of, in equality of conditions and means, give to every one the change of proposing solutions and formulating positions that maintain the coherence and systematic approach of past, present and future proceedings. A conception of citizenship that is of public application and domain aims to avoid which possible solutions are adopted without consideration of the possible reflexes in the lives of other persons and of the future generations. The function of the theory assumes, then, the paper of ordering and guide of the practical actions. In the defense of the citizenship while universal language of expression for feelings vehicles and aspirations conjugated with the overcoming of problems, great universal narratives, like the conceptions formulated by Aristotle, Hobbes and the derivatives of the social contract of Rousseau, allied to the narratives that shape the period postindependence of healthy Brazil are taken into consideration, mainly the considered one in the promulgation of the Federal Constitution of 1988. This one finds his principal justification in the election of the citizenship like basis of existence of the State for the enumeration of rights judged as meaningful for the respect to the worthy life and with least standards of individual and social well-being. In less abstract terms, the Constitution of 1988 defines the rights that shape the sense of freedom, breaking with the dependent condition of the citizen in function of the State that was predominating in the previous constitutions.