Made available in DSpace on 2016-06-02T19:16:26Z (GMT). No. of bitstreams: 1 3407.pdf: 2008997 bytes, checksum: 6446eabd70cbd9f45bf4fa6e67b81b2c (MD5) Previous issue date: 2010-12-08 / Educational evaluations show that Brazilian students possess low income in diverse discipline, between them sciences. In the daily one of many schools, the scientific knowledge inhabits in didactic books and not its return - what it would taken to the disinterest and the passivity. The scientific education can bring beyond the learning of the concepts, a critical and contrary vision to the positivism education. The transformations of the conceptions of science if had modified the World War II especially after, and, of some had been transferred to the education, in the education of sciences, by means of curricular lines of direction. . The objective of this research is to identify the vision of science of pupils of the average education of two public schools and to analyze its social representations of science and technology. The theoretical referencial used is the social studies of science and the technology and the STS Movement (Science, Technology and Society). The referencial adopted theoreticianmethodology is the Social Representations, which fulfill the function to understand as the knowledge circulates and as science is appropriate for the society. One is about exploratory research of qualitative nature. In the collection of data interviews with questions with 18 pupils of two public schools of the average education of Ribeirão Preto had been carried through. Software ALCESTE 4,5 was used for systematization of the data and posterior qualitative analysis. The program identified 4 classes: 1) Action of the man in the nature; 2) Technology: a treacherous easiness; 3) The two sides of science and 4) Science: research for the health? The results point with respect to construction of a social representation where science and the technology leave of being associates only to its potential of creation and solution of problems, to accumulate of stocks more critical meanings. The citizens of this research associate the benefits of science to the cure of illnesses and the curses to the wars and the interests for the profit. The knowledge shared for the pupils on the impact of science and the technology in the society sample that these are conscientious of the curses that the scientific progress causes in the environment. The proposal of dialogue and the insertion of social dimensions in the education of sciences open way for science are of the laboratories and inside of the Brazilian realitie. / Avaliações educacionais mostram que estudantes brasileiros possuem baixo rendimento em diversas disciplinas, entre elas ciências. No cotidiano de muitas escolas, o conhecimento científico reside nos livros didáticos e não a sua volta - o que levaria ao desinteresse e a passividade. As transformações das concepções de ciência se modificaram especialmente após a II Guerra Mundial, e, de alguma foram transferidas à educação, no ensino de ciências, por meio de diretrizes curriculares. A educação científica pode trazer, além da aprendizagem dos conceitos, uma visão crítica e participativa, contrária à educação bancária e positivista. O objetivo desta pesquisa é analisar as representações sociais de ciência e tecnologia de alunos do ensino médio de duas escolas públicas. O referencial teórico utilizado permeia os estudos sociais da ciência e da tecnologia com o movimento CTS (Ciência, Tecnologia e Sociedade). Trata-se de pesquisa exploratória de natureza qualitativa e o referencial teórico-metodológico adotado foi o da Teoria das Representações Sociais, a qual cumpre a função de compreender como o conhecimento circula e como a ciência é apropriada pela sociedade. Foram realizadas entrevistas com questões norteadoras com 18 alunos de duas escolas públicas do ensino médio de Ribeirão Preto. O software ALCESTE 4.5 foi utilizado para sistematização dos dados e para posterior análise qualitativa. Foram identificadas 4 classes: 1) ação do homem na natureza; 2) tecnologia: uma facilidade traiçoeira; 3) os dois lados da ciência e 4) ciência: pesquisa pela saúde? Os resultados apontam para construção de uma representação social em que a ciência e a tecnologia deixam de ser associadas apenas ao seu potencial de criação e à solução dos problemas, para abarcarem significados mais críticos. Os sujeitos dessa pesquisa associam os benefícios da ciência à cura de doenças, como Aids e câncer, e os malefícios às guerras e aos interesses pelo lucro. O conhecimento compartilhado pelos alunos sobre o impacto da ciência e da tecnologia na sociedade mostra que estes estão cientes dos malefícios que o progresso científico acarreta no meio ambiente. A proposta dialógica e a inserção de dimensões sociais no ensino de ciências abrem caminho para a ciência fora dos laboratórios e dentro da realidade brasileira.

The diploma thesis attends to the primary school teachers' work with textbooks dedicated to the educational field Človek a jeho svět (̔Human and his world̕). In the theoretical part I deal with a clarification of basic terminology, which is crucial for the thesis' theme. I define here terms teacher and educational staff not only how it is understood by the specialized literature, but also by the laws in force of the Czech Republic. In the next chapter, a textbook is defined and its functions and the most cited classifications of textbooks' functions. are introduced. I mention its structural components and introduce further didactic tools that we encounter in practice. In the most extensive chapter of the theoretical part of the thesis I present existing theoretical findings and results of researches, which were in the field of textbooks' usage realized up to now, both in the Czech Republic and the world. The last chapter acquaints with the educational field Človek a jeho svět in terms of how it is circumscribed in the curricular document which is called: The framework educational plan for elementary schools. The research part of the thesis introduces a qualitative survey of a textbooks' usage in the educational field Člověk a jeho svět by six primary school teachers, which was realized at one of...

Esta pesquisa trata, em um plano geral, do problema das relações discursivas e práticas da ciência e das ações políticas relativas à produção e difusão das novas biotecnologias nas sociedades contemporâneas. Procura-se compreender como a natureza, através das biotecnologias, não está livre dos embates políticos e situa-se no centro das principais polêmicas contemporâneas, como observado nas controvérsias a respeito dos transgênicos. Discute-se, através de entrevistas com cientistas da área da biotecnologia molecular nos estados do Paraná, Rio Grande do Sul e Santa Catarina e da análise documental especializada (nacional e internacional), como peritos compreendem a relação entre ciência e sociedade e como se estrutura a argumentação científica na avaliação das conseqüências sociais e ambientais das novas biotecnologias. Parte desta discussão é fundamentada nos estudos sociais em ciência e tecnologia (CTS) a fim de entender como um fato e artefato tecnocientífico é fruto do ordenamento de uma heterogeneidade de entidades sociais e naturais. A partir das análises documentais e das entrevistas verificou-se que a pauta de temas biotecnológicos mais abertos, de repercussão pública, como o dos alimentos geneticamente modificados, a dinâmica discursiva do "argumento verdadeiro" tende a criar posições irreconciliáveis e polarizadas entre os atores sociais interessados na temática biotecnológica. Apesar da ciência ainda ser legitimada pelo discurso de sua neutralidade, referendado pelo pretenso desinteresse do cientista em seu laboratório, na fala dos cientistas entrevistados identifica-se um leque de prioridades estruturais que contradizem esta neutralidade, tendo na noção de desenvolvimento socioeconômico um importante recurso de legitimação das pesquisas em biotecnologia. De um ponto de vista teórico, a pesquisa retoma o par conceitual biopoder/biopolítica para analisar como a verdade científica estrutura seu efeito discursivo de neutralidade, através de uma política geral sobre a vida, com o gene ocupando um papel discursivo central. Através das interações entre humanos e artefatos tecnológicos a retórica da verdade científica estende-se para além do campo científico e torna-se argumento de legitimação de decisões sociotécnicas de grande impacto social, como é o caso dos organismos geneticamente modificados. No rastro da difusão de conhecimentos e artefatos biotecnológicos são criadas competências e incorporadas expectativas biopolíticas na formação de identidades de acordo com padrões de saúde, estes informados pela ciência. / This research deals, on a general plane, with the problem of discourse relations and practices of science and political actions regarding the production and diffusion of new biotechnologies in contemporary societies. An understanding is sought about how nature, by means of biotechnologies, is not free from political debate, but is situated in the center of the most important contemporary polemics, as observed in the controversies over transgenics. By means of interviews with scientists in the area of molecular biotechnology in the States of Paraná, Rio Grande do Sul, and Santa Catarina, and by specialized documental analysis (domestic and international), we discuss how experts understand the relation between science and society, and how scientific argumentation is structured in the evaluation of social and environmental consequences from new biotechnologies. Part of this discussion is based on the social studies about science and technology (CTS) in order to understand how a technoscientific fact and artifact stems from the ordination of heterogeneous social and natural entities. Based on the documentary analyses and interviews, it was seen that in the agenda of more open, publicly debated biotechnological themes, such as genetically modified foods, the discourse dynamics of the "true argument" tends to create irreconcilable and polarized positions between the social players interested on the biotechnological discussion. Although science is still legitimated by the discourse of its neutrality, referenced by the pretense lack of interest of the scientist in his/her laboratory, an array of structural priorities can be identified in the speech of the interviewed scientists, which contradicts such neutrality, and finds an important resource in the notion of socioeconomic development to legitimate researches in biotechnology. From a theoretical point of view, research resumes the conceptual biopower/biopolitics pair to analyze how scientific truth structures its discursive effect of neutrality, by means of a general policy about life, with genes playing a central discursive role. By means of interactions between humans and technological artifacts, the rhetoric of scientific truth extends beyond the scientific field and becomes the legitimation argument of sociotechnical decisions of great social impact, as in the case of genetically modified organisms. Together with the dissemination of knowledge and biotechnological artifacts, competencies are created and biopolitical expectations are incorporated in the formation of identities that comply with health standards, which are informed by science.

Esta tese trata, de forma ampla, da relação ciência e sociedade. Especificamente procura compreender o processo de construção do sistema biotecnológico em face do contexto ao qual está relacionado. A argumentação teórica estrutura-se em torno de questões levantadas pelos estudos sociais da ciência e tecnologia, e tem como marco teórico a teoria dos sistemas sociais de Niklas Luhmann, que parte da diferença sistema/entorno para compreender a relação ciência e sociedade. A questão levantada refere-se à estrutura de reprodução da ciência contemporânea e sua relação com o entorno. A hipótese argumenta que a estrutura do sistema biotecnológico sofreu uma mudança, da reprodução baseada na "verdade" à reprodução baseada no "funcionamento". Esta última forma de reprodução emerge em função das perturbações do entorno da ciência, principalmente em função do contexto caracterizado por exigências tecnológicas. Vinculadas a tais exigências estão ainda exigências de aplicação, legalidade, lucratividade, segurança, inovação. A pesquisa utilizou entrevista semi-estruturada com líderes de grupos de pesquisa em biotecnologia em seis estados da federação, e pesquisa documental, como métodos de coleta de dados, e utilizou técnicas qualitativas de análise, especificamente, a análise de conteúdo temática. De maneira mais específica, a investigação localiza-se na periferia do sistema global de ciência e tecnologia, e apresenta como a diferenciação centro/periferia também incide na reprodução do sistema biotecnológico. Para tanto, constrói-se o conceito de regime de produção de conhecimento, um regime de perturbações recíprocas entre sistemas, limitado pelas configurações institucionais dos Estados nacionais. Tal regime, no Brasil, foi caracterizado pelos sistemas do direito, da economia, da política e da ciência, e as perturbações dos três primeiros na biotecnologia é o que se investiga nesta pesquisa. Conclui-se que a pesquisa biotecnológica produz um outro tipo de verdade, a saber, a verdade eficaz. / This thesis deals with the relationship between science and society. It particularly seeks to understand the process of construction of biotechnology and its context. Beyond this, it searches to link biotechnology research to the global society and to the specific context of peripheral science The theoretical argument is structured around issues raised by social studies of science and technology, and uses the theoretical framework of the theory of social systems of Niklas Luhmann, who considered the difference system / environment to understand the relationship between science and society. The main question raised refers to the structure of the reproduction of contemporary science and its relation with the environment. Therefore, our hypothesis argues that the structure of the biotechnology has changed from a reproduction based on "truth" to a reproduction based on "operation". The latter form of reproduction emerges in the light of disturbances around the science, especialy in a context characterized by technological requirements. Besides theses, there are requirements for application, legality, profitability, safety and innovation. This research was conducted using semi-structured interviews with leaders of biotechnology research groups from six brazilian states. Besides, a documentary research was conducted and a thematic content analysis was performed. Particularly, this research is located at the periphery of the global system of science and technology, and presents how the differentiation center/periphery also affects the reproductive system of biotechnology. In this sense, we construct the concept of knowledge production regime, a regime of mutual disturbances between systems, which is limited by the institutional configurations of national states. In Brazil, such regime was characterized by systems of law, economy, policy and science. This research has focused on the disturbance of the first three on biotechnology. It is concluded that research biotechnology produces another kind of truth, namely truth effectively.

The present text analyses teacher formation manuals in Social Studies, produced between the years of 1960 and 1980, in Brazil, with the goal of identify what is the place of History in the Social Studies discipline. For that, are taken as a basis the ideas about school discipline from André Cheryel, ownership of Roger Chartier. Furthermore, it will be examined Jerome Brune and John Michaelis contributions to Social Studies teaching, and the ideas defended by Elza Nadai. The first chapter, divided into three parts, has as its major goal to verify if the Brazilians authors took ownership of the North American authors concepts, as well as to identify, teacher formation manuals in Social Studies, what are the purposes and what is the notion of evaluation the authors elaborated to the discipline. Likewise, we approach the Social Studies history in the United States os America and summarily describe the teacher formation manuals authors analyzed in this present dissertation. Lastly, we point what is teaching and learning according to the authors of the books in question. In the second chapter, which has as a major goal to find out the place" of History in the Social Studies discipline, we present what is teaching and learning according to the authors of the books in question and to the curriculum components of the Social Studies discipline. With the uses of History, we ascertain what is the human privileged dimension (society, politics , economy, among others) and what are the events that predominate in these publications. The major idea raised in this research is that the Social Studies teaching aims to integrate the student into society. With that, we can affirm that the authors took ownership of some concepts for the implantation of this discipline in Brazil. / O presente texto analisa manuais destinados à formação de professores de Estudos Sociais, produzidos entre os anos de 1960 a 1980, no Brasil, com o objetivo de identificar o lugar da História dentro da disciplina Estudos Sociais. Para tanto, são tomadas como base as concepções acerca de disciplina escolar de André Chervel, de apropriação de Roger Chartier. Além disso, serão examinadas as contribuições de Jerome Bruner e John Michaelis para o ensino de Estudos Sociais, e as ideias defendidas por Elza Nadai. O primeiro capítulo, dividido em três partes, tem como principal objetivo verificar se os autores brasileiros apropriaram-se dos conceitos dos autores norte-americanos, como também identificar, nos manuais de formação de professores de Estudos Sociais, quais as finalidades e qual a noção de avaliação os autores elaboraram para a disciplina. Do mesmo modo, abordamos a História dos Estudos Sociais nos Estados Unidos da América e descrevemos sumariamente os autores dos manuais de formação de professores analisados na presente dissertação. Por fim, apontamos o que é ensino e aprendizagem segundo os autores dos livros em questão. No segundo capítulo, que tem como principal objetivo descobrir o lugar da História dentro da disciplina Estudos Sociais, apresentamos o que é ensino e aprendizagem, segundo os autores dos livros em questão e os componentes curriculares da disciplina Estudos Sociais. Com os usos da História, averiguamos qual a dimensão humana privilegiada (sociedade, política, economia, entre outras) e quais os acontecimentos que predominam nos manuais analisados. A principal ideia levantada nesta pesquisa é a de que o ensino de Estudos Sociais tem por finalidade integrar o aluno à sociedade. Com isso, podemos afirmar que os autores se apropriaram de alguns conceitos para a implantação dessa disciplina no Brasil.

Submitted by Joel de Lima Pereira Castro Junior (joelpcastro@uol.com.br) on 2016-06-13T17:06:11Z No. of bitstreams: 1 ElaineBortone.pdf: 3063606 bytes, checksum: f1c254eb98435d1d75b784c637034d0e (MD5) / Approved for entry into archive by Biblioteca de Administração e Ciências Contábeis (bac@ndc.uff.br) on 2016-06-20T16:44:33Z (GMT) No. of bitstreams: 1 ElaineBortone.pdf: 3063606 bytes, checksum: f1c254eb98435d1d75b784c637034d0e (MD5) / Made available in DSpace on 2016-06-20T16:44:33Z (GMT). No. of bitstreams: 1 ElaineBortone.pdf: 3063606 bytes, checksum: f1c254eb98435d1d75b784c637034d0e (MD5) / Coordenação de aperfeiçoamento de pessoal de ensino superior - CAPES / Esta dissertação tem como objetivo analisar a força de um grupo de pressão, o Instituto de Pesquisas e Estudos Sociais (IPES), formado por empresários e frações de militares, com apoio do governo norte-americano, que teve grande participação no golpe de Estado de 1964, que depôs o governo do presidente João Goulart, democraticamente eleito, cujos associados e parceiros chegaram à condução do Estado autoritário, criando políticas públicas, dentro dos moldes liberais, e conduzido reformas, em especial a reforma administrativa pública através do Decreto-Lei 200/67, que se coadunava com o anteprojeto de reforma administrativa formulado pelo Instituto. O IPES, para alcançar seu objetivo, a “conquista” do Estado, montou uma estrutura extremamente sofisticada para desenvolver e pôr em ação estratégias e campanhas contra o governo de Goulart, as quais foram disseminadas por todo o país para atrair a sociedade para seu projeto hegemônico. Simultaneamente, construiu projetos de governo e anteprojetos de reformas de base de interesse próprio, que foram absorvidos pelo governo do presidente Humberto de Alencar Castello Branco, mostrando que estavam delineando a condução do Estado dentro dos seus interesses particulares. / This thesis aims to analyze the strength of a pressure group, the Instituto de Pesquisas e Estudos Sociais (IPES), formed by businessmen and military, with support from the U.S. government, which had great participation in the coup of 1964, that overthrew the government of President João Goulart, democratically elected, whose members and partners arrived to conduct the authoritarian state, creating public policies within the liberal mold, and driven reforms, in particular the public administrative reform through Decree-Law 200/67 that fit with the preliminary administrative reform formulated by the Institute. The IPES, to achieve its goal, the "conquest" of the state, has assembled a highly sophisticated structure to develop and implement strategies and action campaigns against the government of Goulart, which were scattered throughout the country. Simultaneously, it built government projects and drafts of basic reforms of self-interest, which were absorbed by the government of President Humberto de Alencar Castello Branco, showing that they were outlining the conduct of the State within their particular interests.

Background: Today, we no longer have an authority who reviews or approves teaching materials for schools. It is primarily the principals responsible for the teaching materials used in school to be in accordance with the curriculum. Before the school was communized 1991 in Sweden, Statens institut för läromedelsinformation (SIL) reviewed the teaching materials, which meant that the content of the study books was reviewed and they handed out information on how to use the materials. Aim: The purpose of this study is to examine how gender is portrayed in four textbooks that are used in teachings of social studies. The study also aims to investigate whether there are some differences and/or similarities over time. Two textbooks are from 1970s and the other two from after year 2010. To answer this, following questions where prepared: §  How is male and female represented in text in teaching materials over time? §  How is male and female representation in teaching materials over time? §  What differences and / or similarities are the representation of male and female over time?  Method: The method that’s being used in this study to analyze how gender is being portrayed and manufactured in both images and text is a qualitative discourse analysis. Results: The analysis shows that men and women generally were associated with the traditional conception of men and women characteristics. The results also show that men dominated in the textbooks and that women did not get as much space as the men.

Comment réglementer des substances chimiques malgré des données anciennes, incomplètes, mais surtout inégalement partagées? Depuis l’adoption du Toxic Substances Control Act aux États-Unis en 1976, les asymétries d’information et la multiplication des utilisations des substances chimiques industrielles semblaient avoir rendu leur contrôle impossible. À ce problème longtemps insoluble, le règlement européen REACH, adopté en 2006, propose une réponse originale : la procédure d’autorisation. La thèse rend compte de la manière dont l’autorisation bouleverse la manière d’« interdire » malgré les asymétries d’information. Cette procédure donne désormais aux autorités publiques la possibilité d’interdire des « substances » sur la base de leur classification, tandis que certains « usages » de ces molécules peuvent ensuite être autorisés sur la base de demandes individuelles formulées par des entreprises. Pour continuer à les employer, ces entreprises mettent alors en circulation des données toxicologiques, d’exposition et surtout des évaluations socio-économiques jamais produites jusque-là. Si l’autorisation hérite d’une partie des dispositifs réglementaires précédents, où les activités réglementaires passent par la production de listes de substances chimiques, elle reconfigure surtout les rapports entre les autorités publiques et les entreprises, modifie les objets sur lesquels elles ont prise et transforme les manières d’élaborer les savoirs réglementaires qui appuient la prise de décision. / How can toxic chemicals be regulated with limited and incomplete data on their properties ? Since the Toxic Substances Control Act was adopted in the United States in 1976, information asymmetries and the multiplication of specific applications for chemicals had apparently made their control almost impossible. With the authorisation procedure, the european regulation on the registration, evaluation and authorisation of chemicals (REACH), adopted in 2006, introduces a novel way of controlling the most toxic chemicals. The dissertation shows how such a procedure sets new standards in regulatory control in spite of information asymmetries between regulators and firms. The authorisation procedure renders public authorities able to ban « substances » based on their hazards while some « uses » of these chemicals can be maintained on the market on the basis of invidual applications submitted by firms. In order have such applications accepted, firms provide public authorities with new toxicological and exposure data for very specific uses, and socio-economic analyses that had never been produced before. Although REACH is based on existing regulatory tools, the autorisation procedure profoundly modifies the relationship between regulators and firms, modifies the objects of regulation and transforms the ways in which regulatory knowledge for decision making is produced.

This is a multiple case study of the ways middle grades social studies teachers, as curricular-instructional gatekeepers, may make decisions to provide their gifted students with purposeful differentiated instruction. More specifically, this study explores what teachers believe they should do to instruct gifted students, in what ways teachers prepare and adapt curriculum and instruction for gifted students, and how instruction for gifted learners can take place in a middle school social studies classroom. Through semi-structured interviews, classroom observations, and supportive visual evidence, six middle grades (6-8) social studies teachers disclosed in what ways they differentiate their middle grades social studies curriculum and instruction for their gifted adolescent learners. Through Hatch’s (2002) Inductive Analysis model, findings were recorded and presented in the form of individual teacher observation and thematic cross-case analysis. Findings suggest that middle grades social studies teachers take into consideration factors that influence their curricular-instructional beliefs, directly affecting the decisions they make in terms of curriculum selection, instructional delivery, and the methods of differentiation employed to meet the needs of their gifted students. Much of what teachers planned, prepared, and adapted was often influenced by the needs of their students, but also addressed mandates of their school and district agendas. This conflict between meeting the needs of both students and administration resulted in gatekeeping that often favored administration, while reducing the frequency of best practices for middle level gifted students in social studies classrooms. Implications for the study include how teacher confidence, or the lack there of, effects instructional practices. Time constraints in middle level curriculum pacing and increased assessment also limited opportunities for rigorous, relevant, and differentiated social studies instruction for gifted students. Middle level social studies teachers of gifted call for clearer and more illustrative descriptions of what the academic ceiling for gifted social studies might look like in general. There are distinctive contrasts between models of differentiation and neighboring concepts of individualized and personalized learning. While in theory differentiation is meaningful, middle level social studies teachers find it difficult to implement methods of differentiation in their classroom with desired frequency. There is a distinctive bond between the fields of social studies, English Language Arts, and research skills. Middle level social studies teachers of gifted seek greater opportunities for meaningful professional development options. Lastly, there is a call among middle level social studies teachers for the inclusion of gifted initiatives in teacher education programs. Topics that could be explored for future research include a continued effort to expound applicable gatekeeping practices, the provision of purposeful professional development and learning for teacher populations, continued application and practice of differentiation in the field of social studies education, increased inclusion of social studies in the elementary classroom, the awareness and servicing of gifted learners in the middle school social studies classroom, and the increased inclusion of gifted populations with undergraduate and graduate social studies education programs.

L'être humain est un être social, qui ne peut pas vivre tout seul, mais dans une société basée sur un système de règles, de lois et de coutumes qui doit être respecté par toute personne. Il est difficile, par conséquent, pour toute nation de prospérer sans l’instauration et le respect de lois définissant la relation entre les individus et les institutions, et de surcroît sans clarifier les droits et les devoirs individuels. Il est très important pour chaque citoyen d’acquérir une connaissance du droit et de la culture juridique, notamment en ce qui concerne ses droits et ses devoirs. Il est même nécessaire pour chaque personne de s’initier au droit afin de bien réaliser les conséquences juridiques des actes et des comportements interdits et punissables par la loi de sorte que toute personne puisse les éviter et mieux connaître ses droits. Les méthodes éducatives peuvent jouer un rôle moteur dans l’enseignement des étudiants sur l’importance des lois sur leur construction et sur leur mise en place. Cela permet ainsi de connaître quelques textes juridiques portant sur les droits et les devoirs envers la communauté. Ces méthodes éducatives peuvent donc améliorer la prise de conscience de l’importance du droit et l’importance de le respecter en fonction de la maturité de chacun. Ainsi, la culture juridique semble devenir une exigence pour former un bon citoyen dans une communauté, de sorte que ce citoyen soit habitué à respecter les règles à travers l'enseignement et la formation acquis depuis son enfance et sa jeunesse. Ce dernier doit alors pratiquer toutes ses activités en conformité avec la Constitution et la loi, que ce soit en famille ou à l'école et il doit se soumettre à la société organisée par ces lois dans tous les domaines: sociaux, économiques et politiques... En résumé, l'enseignement du programme d'éducation juridique comme étant une activité d'accompagnement des sciences humaines fait apprendre aux étudiants beaucoup de concepts juridiques grâce à l'intégration de la technologie dans leur programme éducatif annuel. Ce programme devient alors plus efficace et améliore le niveau des élèves par la médiation et la technologie de l'information et la communication numérique intégrée. / The purpose of this study was to focuses on the Educate legal culture and civics to the first and second stages of the Egyptian secondary schools through digital mediations in teaching and integration of information and communication technology (ICT) into curriculum, with the aim of establishing how effective e-learning and integration of ICT can be supported. E-learning was perceived by education stakeholders in Egypt as an effective way to enhance teaching and learning. The researcher designed and produced legal culture program (Application) for Self-learning. The research instruments for the study were also developed; two pre/post achievement tests and legal attitudes test were used to collect data. The sample used in the study consisted of 90 students to form only one sample because there is no approach of the legal culture taught to the same phase. The findings of the post-test highlighted the following points: (A) Digital mediation plays an important role in the educational process as an instructional technology tool, and Human mediation plays an important new role where the role of teachers changed from lecturer to a facilitator, guide and mentor in the educational process. (B) there is a significant difference between the main score of students in the post-test and pre-test in favor of post-test in the achievement and legal attitudes test (D) The estimation of the effect sizes indication of the level of difference between the pre/ post-test scores of the samples revealed that, the effect size was large for all achievement and legal attitudes tests.In conclusions, the legal culture program (the application) provided considerable support for students in the first and second stages of the Egyptian secondary schools and helped them to improve their conceptual understanding in legal concepts, and learn about legal system of the State, in addition know about their Constitutional rights and duties.