Suchergebnisse

Desde sus orígenes la escuela tiene entre sus objetivos la socialización, la formación de ciudadanos/as que garantiza la conservación del legado cultural, al tiempo que potencia el progreso y el desarrollo social. Aprender a vivir en sociedad y adquirir las destrezas necesarias para formar parte activa de la misma es, ha sido y será uno de los principios que dan sentido a la escuela como institución pública. A partir de esta premisa, nos adentramos en la competencia social y cívica, en el marco de las denominadas competencias claves para el aprendizaje permanente propuestas por la Unión Europea en 2006. De este modo, realizamos un estudio que nos permita comprender y delimitar las necesidades que el profesorado no universitario tiene para poder desarrollar con sus alumnos/as la llamada, según la legislación educativa española (L.O.E., 2006) competencia social y ciudadana. A través de un cuestionario en red distribuido a todos los centros educativos de la Comunidad Autónoma de Andalucía hemos logrado aproximarnos a la realidad docente y escuchar sus demandas. Los resultados muestran que el profesorado andaluz precisa de recursos, materiales y estrategias que, junto a una formación especializada, le permita trabajar con el alumnado la competencia social y ciudadana. Es por ello que nos planteamos diseñar y poner en marcha un entorno virtual que ofreciera al profesorado recursos, materiales y estrategias didácticas cuya finalidad fuera el desarrollo de la competencia social y ciudadana, al mismo tiempo que brindara la oportunidad de mejorar su formación e intercambiar experiencias con otros docentes de cualquier parte del mundo. En este trabajo presentaremos el citado entorno virtual, describiendo su estructura y detallando sus posibilidades para favorecer la competencia social y ciudadana tan necesaria en la sociedad actual. ; From the beginning school includes among its objectives socialization and training of citizens, which guarantees the preservation of cultural heritage, while enhancing social progress and development. Learn to live in society and acquire the skills needed to be an active part of it is, has been and will be one of the principles that give meaning to the school as a public institution. From this premise, we enter the social and civic competence, in the framework of key competences for lifelong learning, proposed by the European Union in 2006. Thus, we conducted a study that allows us to understand and define the needs of non-university teachers have to develop with their students the call social and civic competence, according to the Spanish educational legislation (LOE, 2006). Through an online questionnaire distributed to all schools in Autonomous Community of Andalusia, we have approach the teachers and we have listen to their demands. The results show that Andalusian teachers need resources, materials and strategies, along with specialized training to work with the students the social and civic competence. So, we decided to design and implement a website to offer teachers resources, materials and teaching strategies for the development of social and civic competence. This website offers the opportunity to improve the teacher training and exchange experiences with other teachers from all over the world. In this paper we present the website, describing its structure and detailing their ability to promote social and civic competence very necessary in current society.

El artículo ofrece una delimitación conceptual de la Educación para la Ciudadanía, al tiempo que muestra su situación en la política educativa española actual. A partir de esta primera aproximación presenta los resultados de varias investigaciones que tratan de establecer nexos de unión entre los proyectos de innovación educativa y el desarrollo de la Educación para la Ciudadanía. Estos resultados nos permiten corroborar el potencial de los proyectos de innovación educativa como instrumentos al servicio del cambio educativo y la formación integral de ciudadanos/as. ; This paper presents a conceptual definition of Citizenship Education, while showcasing the situation in contemporary Spanish education policy. From this first approach presents the results of several studies that try to establish links between educational innovation projects and the development of Citizenship Education. These results corroborate the potential of projects of educational innovation as instruments in the service of educational change and the formation of citizens.

El presente estudio muestra algunos de los resultados más relevantes del proyecto de investigación denominado «Experiencias de educación para la ciudadanía en los centros educativos de Andalucía». Partiendo del análisis de los proyectos de innovación educativa aprobados por el gobierno de Andalucía (España), a través de un proceso de categorización (glosario de ciudadanía de O`Shea, 2003), se descubre la relación de los mismos con la educación para la ciudadanía, lo que nos permite determinar los principales conceptos, procedimientos y resultados que se trabajan y logran en los centros educativos de esta comunidad autónoma. El estudio resalta, en todo momento, la necesidad que presenta la sociedad actual de formar a ciudadanos de pleno derecho, conocedores de sus derechos y de sus responsabilidades frente a la comunidad. ; The present study shows some of key results of the research project entitled "Experiences of Citizenship Education in schools of Andalusia". From the analysis of educational innovation projects of the Government of Andalusia (Spain), through a categorization process (the citizenship glossary O`Shea, 2003), is found the relationship with Citizenship Education, which allows us to identify the main concepts, procedures and results that work and achieve schools of this autonomous community. The study highlights the need that exists in society today to train full citizens, aware of their rights and their responsibilities to the community.

This paper focuses citizenship education in Spain and Andalusia. We present a study where we show the main features of education for citizenship in Spain and analyze projects and programs offered by Andalusia's Consejería [Local Government Ministry] of Education to address the problem of coexistence. Specifically, the schools have various bodies and instruments including the Commission on Coexistence, the Coexistence Classroom, the Space of Peace School Project, the School Mediation Workshop, the Workshop on Reflection, etc. The concept of citizenship admits of different definitions adapted to the context and events. This research work shares the vision given by Pérez Luño (2002): Citizenship is defined as a concept belonging to a democratic society that grants the exercise of rights and implies the responsibility of duties. It is a concept closely related to the freedom and equality of the human being, free of impositions and submissions, and which aims to consider men and women as active and responsible actors in the social context. Taking an educational approach as a starting point, Karen O'Shea elaborates in 2003 a Glossary of terms for Education for Democratic Citizenship (O'Shea, 2003), taking as groundwork the reports, studies and programs developed by the Council of Europe about this topic. He highlights the double dimension (juridical and socio-cultural) of the term citizenship referring, on the one hand, to the personal status of an individual whose rights and duties are legally recognized and, on the other hand, to the role played by the individual. It means the values and rules of behavior with regard to other members belonging to the same community. To understand citizenship as a concept with a double dimension is to recognize the importance of its accomplishment, to highlight participation, and the necessity of looking for a way to grant peaceful coexistence fostering shared norms and values as well as the development of common awareness. Citizenship becomes not only a juridical status but also a way of life where it is necessary to share values and norms in order to cope with the common responsibilities of a social life. This final concept directly connects with the social and civic competence defined in European politics. Despite the differences, the common pillar of the social and civic competence is the education geared to the application of the social dimension of citizenship. This sort of education is currently in great demand. We are witnessing the increasing significance of education as a key aspect for the development of skills, abilities and attitudes granting a peaceful coexistence and the rights and duties of human beings. The so-called knowledge-based society demands individuals able to face continuous changes, take decisions without external influence of the means of communication, select information and be aware of the necessity to grant a peaceful coexistence and fight for equal rights. Consequently, citizenship education is understood as a current need born from the characteristics of our society, which emphasizes the requirement of active citizens, aware of their rights and responsible for their duties. Citizens capable of making their own decisions, with critical thinking, engaged in achieving the common good, defending and promoting democratic values, and willing to fight for equal opportunities as well as for the respect to diversity.

This paper presents a conceptual definition of Citizenship Education, while showcasing the situation in contemporary Spanish education policy. From this first approach presents the results of several studies that try to establish links between educational innovation projects and the development of Citizenship Education. These results corroborate the potential of projects of educational innovation as instruments in the service of educational change and the formation of citizens. ; El artículo ofrece una delimitación conceptual de la Educación para la Ciudadanía, al tiempo que muestra su situación en la política educativa española actual. A partir de esta primera aproximación presenta los resultados de varias investigaciones que tratan de establecer nexos de unión entre los proyectos de innovación educativa y el desarrollo de la Educación para la Ciudadanía. Estos resultados nos permiten corroborar el potencial de los proyectos de innovación educativa como instrumentos al servicio del cambio educativo y la formación integral de ciudadanos/as.

La educación para la ciudadanía constituye una oportunidad transformadora de la triple crisis planetaria: ecológica, socioambiental y cívica. El objetivo de esta investigación ha sido conocer su enfoque según el principal material curricular utilizado: el libro de texto. Para ello, se consideraron dos editoriales representativas en las aulas infantiles de la ciudad de Sevilla. Concretamente, se aplicó el análisis de contenido a partir de un guion diseñado. Los resultados mostraron la inadaptación educativa a la realidad natural y social, así como la inatención al derecho de participación activa. El trabajo individualizado y pasivo que emerge de la "cultura de fichas" se aleja del conocimiento y relación para con el medio. En este sentido, el análisis de los materiales curriculares refleja la necesidad de replantear la educación en cualquiera de sus niveles de concreción. Este estudio invita a la reflexión crítica en torno al valor de la formación ciudadana ya desde la infancia.

Desde la Didáctica de las Ciencias se señala la idoneidad y necesidad de trabajar ciencias desde las edades más tempranas. Bajo esa premisa, se plantea una propuesta didáctica para trabajar la temática de los sentidos basada en el constructivismo que adopta la metodología de rincones. Se detallan las 5 actividades de carácter libre que conforman este rincón, una por cada sentido. La intervención se desarrolló en un centro de Educación Infantil de la provincia de Sevilla. La experiencia ha resultado atractiva para el alumnado por la multitud y diversidad de materiales usados y por las cuestiones planteadas. La dinámica de las actividades les ha dotado de mayor autonomía en su proceso de experimentación, asimismo se aprecia el paso de su desarrollo inicial, esencialmente individual, a uno colectivo. Concluimos que el carácter abierto de las actividades y las preguntas que las desencadenan resultan claves en los procesos de indagación experimentados.

ERPA International Congresses on Education 2018 ; This paper refers to the European project Erasmus + ELEF (European Learning Environment Formats for Citizenship and Democracy, Reference number 580426). The aim of this project is to develop, implement, evaluate and replicate democratic and innovative learning environments (good practices) in both educational institutions and informal and community learning environments. In this context, over the course of a year, a number of experiences considered relevant have been selected, which constitute the sample of this research on good practices. This contribution presents the educational programme "Youth Parliament". This is a project with a long history and whose main objective is to train responsible citizens, with the collaboration of various educational agents. The evaluation carried out by the Secondary Education teachers in training on the potentialities and limitations of the programme is shown, based on the experiences carried out in the participating educational centres during the academic year 2016-2017.

Let's sense beforehand in this article a tour concerning the educational European policies that favors the development of a democratic citizenship. The aim that we chase is to understand the way in which nowadays it is being interpreted and stimulated the Citizenship education from European Union. for it we offer a conceptual delimiting of «Citizenship education» and later, we show an analysis of the principal documents and materials elaborated principally by the Council of Europe that mark the way followed by European Union as for education for Democratic Citizenship (EDC). ; Presentamos en este artículo un recorrido en torno a las políticas educativas europeas que favorecen el desarrollo de una ciudadanía democrática. el objetivo que perseguimos es comprender el modo en que actualmente está siendo interpretada e impulsada la educación para la Ciudadanía desde la Unión europea. Para ello ofrecemos una delimitación conceptual de la «educación para la Ciudadanía» y posteriormente mostramos un análisis de los principales documentos y materiales elaborados principalmente por el Consejo de Europa, que marcan el camino seguido por la Unión europea en materia de educación para la Ciudadanía Democrática (ECD). ; Nous présentons dans cet article au sujet aux politiques éducatives européennes qui favorisent le développement d'une citoyenneté démocratique. L'objectif que nous cherchons est comprendre comment l'Éducation à la Citoyenneté est actuellement en cours d'interprétation et de développement par l'Union européenne. À cette fin, nous offrons une définition conceptuelle de «l'Éducation à la Citoyenneté» et montrons une analyse des documents clés et des matériels produites principalement par le Conseil de l'Europe, en marquant le chemin suivi par l'Union européenne pour l'Éducation à la Citoyenneté Démocratique (ECD).

Presentamos en este artículo un recorrido en torno a las políticas educativas europeas que favorecen el desarrollo de una ciudadanía democrática. El objetivo que perseguimos es comprender el modo en que actualmente está siendo interpretada e impulsada la Educación para la Ciudadanía desde la Unión Europea. Para ello ofrecemos una delimitación conceptual de la «Educación para la Ciudadanía» y posteriormente mostramos un análisis de los principales documentos y materiales elaborados principalmente por el Consejo de Europa, que marcan el camino seguido por la Unión Europea en materia de Educación para la Ciudadanía Democrática (ecd). ; Let's sense beforehand in this article a tour concerning the educational European policies that favour the development of a democratic citizenship. The aim that we chase is to understand the way in which nowadays it is being interpreted and stimulated the Citizenship Education from European Union. For it we offer a conceptual delimiting of «Citizenship Education» and later, we show an analysis of the principal documents and materials elaborated principally by the Council of Europe that mark the way followed by European Union as for Education for Democratic Citizenship (edc).

This article presents the results from a study on the way of addressing, the education of active and global citizens. In this case, there has been an analysis of the different Spanish legal texts that put the early childhood and primary education curriculum into practice at the national level, with its particular implementation on Andalusia. From the results obtained we are able to conclude that there is a need for the integral reconstruction of the curriculum, structuring it on relevant socio-environmental problems. ; Nuo pat mokyklos pradžios mokytojai turi ugdyti kritiškai mąstančius piliečius, kurie geba priimti sprendimus ir tinkamiausiu būdu spręsti socialinės aplinkos konfliktus. Straipsnyje pateikiami sprendimo būdų, taikomų Ispanijos aktyvių ir globalių piliečių švietimo mokymo programose, tyrimo rezultatai. Šiuo atveju buvo atlikta teisinių tekstų, įgyvendinančių ankstyvojo ir pradinio ugdymo programas nacionaliniu lygmeniu Andalūzijos regione, analizė. Taikyta kokybinė, aprašomoji ir interpretacinė metodika. Tyrimo imtį sudarė 11 dokumentų, kurie apėmė ankstyvojo (3–6 metų amžiaus vaikų) ir pradinio (6–12 metų amžiau s mokinių) ugdymo pakopas tiek nacionaliniu, tiek autonominio regiono lygiu.Remiantis gautais rezultatais daroma išvada, kad reikalinga nuo ugdymo programos neatsiejama pertvarka, kuri suformuojama pagal "svarbias socialinės aplinkos problemas", o ne remiantis "tradiciniais akademiniais klausimais". Taip pat reikia skatinti su mokykla susijusių tyrimų metodologiją ir vertinimą, skirtą procesų analizei. Be to, ankstyvojo vaikystės ugdymo pakopoje į pilietiškumą žvelgiama kompleksiškai, tačiau aplinkos tvarumo ir paveldo ugdymas yra labiau susijęs su analitine perspektyva. Kita vertus, pradinio ugdymo pakopoje galima išskirti tris aspektus iš pateiktų trijų perspektyvų.

The construction of a teenager population's citizenship identity is influenced by the cultural and social capital belonging to every student, as well as by two aspects of school organisation. On the one hand, there is an academic contribution motivated by the process of teaching Civic Education and, on the other hand, social connections between school and the milieu. This work studies the development of a teenage population's citizenship identity initiated at schools, and it is based on the outcomes reached by Torney-Purta et al. (2001) and Kennedy et al (2008). The conclusions of the cited works justify the greater knowledge of the identity and awareness of the adolescent Andalusian population. The empirical basis of this approach is based on the works developed by the INJUVE (Spanish Youth Institute). The conclusion of this work is the involvement of an adolescent Andalusian population in traditional practices of citizenship (voting in the elections, abiding democratic laws, etc.) and, on the other hand, the development of civic awareness encouraged by local and family topics. The result of this conclusion is a citizenship educational proposal carried out at schools. It is based on an active learning methodology of the subject of Civic Education and volunteering in a community environment. The aim is to raise active civic awareness among the adolescent population.

PurposeThe purpose of this paper is to analyse the presence of the sustainable development goals (SDGs) proposed by the UN (2015) in university degrees within the fields of education, humanities and environmental sciences (ES) at Andalusian public institutions (Spain).Design/methodology/approachThis paper shows an empirical analysis from a mixed methodological model on a total of 99 syllabi and training programs from nine different universities. The collection of information has been carried out through a rubric specifically designed within the framework of this body of research.FindingsThe results show that the syllabus of the subjects in the faculties of education includes the SDGs related to the social aspect of sustainability, with special focus on SDG4, SDG5, SDG10, SDG16 and SDG17, whereas others like SDG6 and SDG7 are less represented. SDGs are present in the majority of syllabus of the subjects analysed. It is certainly a positive finding which shows predisposition and a high interest on by the teachers involved. However, this is not enough as there is still a long way to go until achieving a thorough and complete incorporation of the principles of sustainability.Originality/valueThis research sheds light on the changes and transformations that the discourse linked to sustainability is generating in the university syllabi. Taking the SDG as a framework this paper highlights the most original aspects: a replicable methodology that allows diagnosing the level of curricular greening of the university syllabi is provided to other contexts the innovative value of connecting teaching with local and global environmental problems in their physical-chemical social and economic dimensions is shown and it has been possible to compare the difficulties of some universities in addressing compliance with the SDGs and curricular sustainability from a systemic and integrative perspective that will lead to methodological transformation and pedagogical renewal.