No description available.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1975. / Typescript. Vita. Description based on print version record. Includes bibliographical references.

Thesis (M.I.T.)--The Evergreen State College, 2009. / Title from title screen (viewed 7/29/2009). Includes bibliographical references (leaves 79-84).

The term, ‘civic deficit’, has been used to describe a situation in which a significant proportion of Australian citizens display low levels of knowledge and understanding of, and low levels of engagement with, Australian political and constitutional arrangements. This civic deficit has attracted increased attention by governments, policy makers, and the broad educational community within Australia in recent years. The Report of the Civics Expert Group (1994) identified school education as a major site in which to address this deficit, and the past decade has seen increased emphasis on civics and citizenship education in Australian schools. The thesis critically examines the role of civics and citizenship within Australia secondary schools. It does this, not purely from an educational perspective, but from within the broader context of the contemporary Australian political system. This thesis regards citizenship as inherently a political concept, and develops the notion of democratic citizenship as the most significant element of this. It is argued that democratic citizens are more than merely knowledgeable about their nation’s democratic traditions, government institutions and constitutional arrangements. While these elements of civics and citizenship education have a role, democratic citizens are genuine members of their political community. It is argues that they are inquisitive participants in that community.

Submitted by Caio Cesar Corrêa Blóis null (caiocesarcb@hotmail.com) on 2017-03-29T03:23:55Z No. of bitstreams: 1 Dissertação - versão final.pdf: 3484697 bytes, checksum: 705de45cfa60015fb25b63fb565a0e01 (MD5) / Approved for entry into archive by LUIZA DE MENEZES ROMANETTO (luizamenezes@reitoria.unesp.br) on 2017-03-30T17:37:49Z (GMT) No. of bitstreams: 1 blois_ccc_me_mar.pdf: 3484697 bytes, checksum: 705de45cfa60015fb25b63fb565a0e01 (MD5) / Made available in DSpace on 2017-03-30T17:37:49Z (GMT). No. of bitstreams: 1 blois_ccc_me_mar.pdf: 3484697 bytes, checksum: 705de45cfa60015fb25b63fb565a0e01 (MD5) Previous issue date: 2017-03-06 / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / A presente pesquisa visa analisar materiais de biologia pertencentes a dois currículos oficiais do Estado de São Paulo: a Proposta da Coordenadoria de Estudos e Normas Pedagógicas (CENP), implementada ao longo da década de 1980, e o “São Paulo Faz Escola”, empreendido desde 2008 na rede pública paulista. O intuito é verificar o compromisso democrático de ambos, já que, apesar de serem empreendidos em contextos diferentes, a pretensão de se formar para a cidadania seria uma característica hegemônica mantida. No entanto, embora a Proposta da CENP tenha essa característica reconhecida, o currículo “São Paulo Faz Escola” estaria sendo visto como um retrocesso enquanto política democratizante. Analisar a produção de discursos em torno da formação democrática dos jovens é de interesse da pesquisa, especialmente em momento no qual mudanças em relação à formação de nível médio estão para ser empreendidas. Como referencial analítico, pautou-se na teorização curricular crítica e na concepção tridimensional do discurso. Na leitura dos materiais, buscou-se compreender a maneira pela qual os currículos oficiais tratam os conflitos, partindo do pressuposto de que os conflitos são essenciais ao regime democrático e, por conseguinte, à formação democrática, cidadã. A abordagem dos conflitos no ensino das áreas científicas tem especial relevância, dado que seriam eles também propulsores de novos conhecimentos. Desse modo, partiu-se da análise da disciplina de biologia para refletir acerca dos sentidos de formação no ensino médio, questionando e complexificando, do ponto de vista disciplinar, o debate acerca da democracia, do currículo e do conflito. Em relação a potencialidade democrática, constatou-se que o currículo “São Paulo Faz Escola” constitui-se num retrocesso diante da redução e esvaziamento dos conflitos em seu discurso, quando comparado à Proposta da CENP. Tais reduções e negações do conflito são lacunas que podem sustentar espaços para ações contra-hegemônicas que visem tornar o currículo escolar mais formativo para a democracia. / In this research, I analyze Biological Science materials that belong to two official curricula of São Paulo state: the proposal of CENP (Coordination of Norms and Pedagogic Studies), which was implemented during the 1980s, and “São Paulo Faz Escola”, undertaken since 2008 in São Paulo public school system. The aim of this study is to verify their democratic commitment, since the pretension of educating for citizenship would be held, although they are undertaken in different contexts, as a hegemonic characteristic. However, in spite of such a characteristic being identified in the proposal of CENP, “São Paulo faz escola” curriculum would be seen as a regression qua democratizing policy. This research also seeks to examine the discourse production concerning the democratic education of young students and considering this period in which changes on High School education are to be implemented. The critical curricular theorizing and the three-dimensional conception of discourse are used as analytical references. Through the reading of those materials, I intend to comprehend the way by which the official curricula deal with these conflicts, from the assumption that the latter ones are essencial to the democratic regime and, consequently, to the democratic and citizen education. Besides, the approach of such conflicts during the teaching in scientific areas is relevant, granted that those would also boost new knowledge. Thus, from the analysis of the Biological Science discipline and through a disciplinary point of view, it is possible to reflect on the senses of High School education, by questioning and studying the debate on democracy, curriculum and that conflict. In relation to the democratic potential, it was verified that the "São Paulo Faz Escola" curriculum constitutes a step backwards in the face of the reduction and emptying of the conflicts in its discourse, when compared to the CENP Proposal. Such reductions and denials of conflict are gaps that can sustain spaces for counter-hegemonic actions that aim to make the school curriculum more formative for democracy.

Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2016-09-06T13:21:44Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) TESE_PPGEO_UFPE_LUIZ_ARTHUR.pdf: 10205896 bytes, checksum: abd8746c7c413df16f5a876bae9f2c1a (MD5) / Made available in DSpace on 2016-09-06T13:21:45Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) TESE_PPGEO_UFPE_LUIZ_ARTHUR.pdf: 10205896 bytes, checksum: abd8746c7c413df16f5a876bae9f2c1a (MD5) Previous issue date: 2016-02-26 / O presente trabalho aborda o potencial participativo das representações de bairro nas práticas recentes de gestão e planejamento urbano da cidade de Campina Grande/PB, sob as perspectivas da cidadania e da democracia geografizadas em seu cotidiano. A pesquisa traz a tese de que os modelos de gestão e planejamento urbanos da cidade de Campina Grande/PB, vigentes desde meados da década de 1990 até meados da segunda década do século XXI, intensificaram a desigualdade e a exclusão urbano-espaciais mediante o ideário mercadológico instituído nas legislações, políticas urbanas e parcerias envolvendo o Estado e o capital, depreciando os espaços políticos das representações de bairro e contribuindo para o estabelecimento de diferentes padrões territoriais de democracia-cidadania, além de dificuldades quanto à participação políticarepresentativa e cumprimento dos direitos (civis, políticos e sociais) da população frente ao poder local. O objetivo geral consistiu em compreender as relações e práticas socioespaciais entre o Estado, na figura do poder público local-municipal, e as representações de bairro, enquanto entidades político-espaciais da sociedade civil, na cidade de Campina Grande/PB mediante os atuais modelos de gestão e planejamento urbanos. No que tange aos objetivos específicos, esses foram analisar a adoção e desdobramentos dos vigentes modelos de gestão e planejamento urbanos campinenses, baseados no empresarialismo urbano e no desenvolvimento geograficamente desigual de cunho mesoescalar; elucidar espacialmente as relações de poder (aqui incluindo suas estratégias, práticas e instrumentos) de poder envolvendo as dinâmicas e os agentes sociais previamente elencados no espaço urbano campinense, enfatizando as instituições do poder público local e da sociedade civil; caracterizar as práticas participativas de representações de bairro da cidade enquanto espaços historicamente políticos de ativismo e resistência, bem como as relações que estabelecem com o poder público local; e abordar os usos e as dinâmicas a partir da relação dialético-geográfica entre democracia e cidadania políticoterritoriais, enquanto possibilidades no cotidiano campinense. Quanto aos procedimentos metodológicos e técnicas de pesquisa, parte-se do método de abordagem materialista históricodialético em diálogo com outros vieses críticos. Foram realizados levantamentos bibliográfico e documental, assim como as visitas in loco a alguns bairros da cidade e espaços políticos institucionalizados, com suas devidas observações, descrições e coleta de dados/informações. Também foram aplicados questionários e visitas foram realizadas às instituições para acompanhar a gestão urbana de Campina Grande. Tem-se ainda o recolhimento de depoimentos e realização de entrevistas semiestruturadas com representantes populares atuais e anteriores dos moradores, enfatizando o contexto político e os conflitos inerentes ao cotidiano estudado. Por fim, se faz necessário o registro fotográfico de vários objetos espaciais, além de tratamento cartográfico para representação das espacialidades e contextos relacionados. A pesquisa justifica-se na contribuição à discussão dos espaços urbanos em suas dimensões políticas, com ênfase aos seus potenciais de participação e representação civil, política e social, na exequibilidade pelo acesso ao contexto em questão, incluindo o contato com representações instituídas da população e órgãos públicos responsáveis, pelo cotidiano compartilhado na condição de morador, transeunte e usuário da cidade, além do amadurecimento das ideias e reflexões decorridas ao longo outros trabalhos junto à necessidade de pensamento do constante agravamento das desigualdades e expressões da questão urbana. / This study approaches the participative potential of neighborhood representations on recent management and urban planning practices of the city of Campina Grande / PB, from the perspectives of citizenship and democracy in a geography way in their everyday lives. The research brings the thesis that urban management and planning models of Campina Grande/PB, in effect since the mid-1990s until the mid of the second decade of this century, intensified the inequality and the urban-spatial exclusion, by ideology marketing instituted in urban laws, policies and partnerships between the State and the capital, depreciating the neighborhood's political spaces and representations contributing to the establishment of different territorial standards of democracy-citizenship, and difficulties regarding the political-representative participation and fulfillment of rights (civil, political and social) from population to local power. The overall objective is to understand the relations and sociospatial practices between the state, the figure of the local-municipal power, and neighborhood's representations, while political-spatial entities of civil society, in the city of Campina Grande / PB through current models urban management and planning. In regard to specific objectives, these were to analyze the adoption and developments of current Campina Grande's management models and urban planning based on the urban entrepreneurism and geographically uneven development mesoescale nature; to spatially elucidate the power relations (here including their strategies, practices and tools) of power involving the dynamics and social agents previously listed in Campina Grande urban space, emphasizing the institutions of local public power and civil society; to characterize the participative practices of city neighborhood's representations while historically neighborhood's political spaces of activism and resistance, as well as the relations established with the local public power; and to address the uses and dynamics from the dialectical-geographic relationship between politicalterritorial democracy and citizenship as possibilities in Campina Grande everyday. About the methodological proceedings and research techniques, it is part of the method of the dialectical historical materialism approach in dialogue with other critical bias. Bibliographical and documental surveys were conducted, as well as field visits to some city neighborhoods and institutionalized political spaces, with their proper observations, descriptions and collecting data/info. Questionnaires were administered and visits were made on institutions to follow the urban management of Campina Grande. It has still the collection of testimonials and conducting semistructured interviews with current and former popular representatives of the residents, highlighting the political context and conflicts inherent to the studied everyday. Finally, photographic recording of various space objects is necessary in addition to cartographic representation treatment for representation of spatialities and related contexts. The research is justified in contributing to the discussion of urban spaces in its political dimensions, with emphasis to the their potentials of civil, poliical and social participation and representation on the executability by the access to the context in question, including the contact with instituted representations of the population and public agencies, through the shared everyday in city folk condition, passerby and user of the city, beyond the maturity of the elapsed ideas and reflections along other studies with the need for constant thought of increasing inequalities and expressions of urban question.

This work reviews the process of updating of citizenship education in the Czech Republic, France and Germany. The introductory part of the text outlines the current situation of citizenship and political education in the European context. The following part presents differences in citizenship education in the above mentioned European countries, with reference to the particular historical, political and philosophical development. The third part reviews the context of the actual challenges related to the concept of citizenship education, and the significance of its updated reformulation. The three selected aspects are: democratic values in society, lifelong learning, and the role of media (as informers and influencers). The fourth part of the text is devoted to the problem of hater on the network, as a topic which binds the political, multicultural and media education topics. The summary outlines differences and similarities within particular national systems of citizenship education. Keywords Citizenship Education, Political Education, Adult Education, Lifelong Learning, Democracy, Media, Europe, the Czech Republic, France, Germany