In the teacher's role it has always been implicit the fact of educating citizens who actively participate in society life and at the same time making them develop a sense of critic. Now, in every educative stage, this is evaluated. This is why, to develop this competency suitably, work in class should give: personal relationships, cooperative work, democratic participation, values practice, understanding and involment. ; En el papel del maestro o profesor ha ido siempre implícito el hecho de formar ciudadanos que participen activamente en la vida en sociedad y a la vez desarrollen un sentido crítico. Ahora se le da un aspecto evaluable en el currículum en todas las etapas educativas. Por eso, para que esta competencia se desarrolle adecuadamente, el trabajo en el aula debe dar como resultado: relaciones personales, trabajo cooperativo, participación democrática, práctica de los valores y comprender y comprometerse.
Recent international research in social science teaching highlights difficulties adolescents face when constructing social and citizenship awareness, and their own identity. To shed more light on this process, the present study is framed in the context of social science classrooms, and more specifically around how social and civic competence is developed via particular teaching methodologies and specific learning environments in Spain. The focus is on the analysis of democratic citizenship, as it is commonly accepted in the theoretical and epistemological bases of social sciences that citizenship education is one of the aims of the educational system. The objective of this study is to evaluate the effects of implementing two teaching units on the development of social and civic competence among 110 students in five secondary and high schools in Catalonia. A qualitative observational method is used to identify, describe and analyze the implementation and effects of both teaching units on a hermeneutic-interpretative basis. An ethnographic perspective is used to obtain accounts of education professionals and students. In addition, 19 field notes are analyzed using QSRNVIVO 12 software on two dimensions: citizenship and classroom climate. There are two main findings: first, regarding the formative value of both sequences regarding democratic, active and critical citizenship; the second, regarding the importance of the classroom environment created for this purpose by designing ad hoc learning spaces using active methodologies to contribute to the development of active and responsible citizenship. The conclusions highlight two important issues. The subject of History in secondary education should be vindicated as a key instrument to build democratic awareness, based on the skills of active and critical citizenship. Furthermore, there is a relationship between the development of critical and active citizenship and the creation of learning environments that foster reflection, analysis, interpretation and dialog. The implications of this study pose an important challenge for the study of social sciences. Initial teacher training methodology and syllabi should be reviewed, the importance of the Humanities in our society should be defended, and classrooms and schools should be democratized to promote active participation in citizenship education.
Educational legislation is obliged to ensure the curriculum is adapted to enable the full development of the necessary basic skills. Teachers have to differentiate pupils' curricula according to their cognitive, cultural and social constraints, so that each individual can develop into a socially competent citizen. This article describes how musical experience is affordable, effective and motivating for pupils included classed as requiring "attention to diversity," and how it can contribute to this group's acquisition of social and civic competences. In attention to diversity, music in has a vital role in primary schools, boosting self-esteem, independence, initiative, and contributing to the development of essential social and civic skills considered essential for sociocultural development. ; La legislación educativa tiene la obligación de garantizar las adaptaciones curriculares necesarias para desarrollar al máximo las Competencias Básicas. El profesorado debe diferenciar el currículo de los educandos en función de sus limitaciones cognitivas, culturales y sociales, para que todos puedan convertirse en ciudadanos competentes socialmente. Este artículo muestra cómo la experiencia musical es accesible, efectiva y motivadora para el alumnado incluido en la atención a la diversidad, y cómo debido a ello podrá contribuir a la adquisición de la competencia social y ciudadana por este colectivo. Entonces, la Música en la atención a la diversidad en Primaria tiene un papel vital, puesto que además de incrementar la autoestima, la autonomía, la iniciativa personal, contribuirá al desarrollo de la competencia social y ciudadana considerada imprescindible para un adecuado desarrollo sociocultural.
Partiendo de la idea de que la educación ha de ser integral, es decir, que debe atender todos los ámbitos de la persona (en su doble faceta individual y social), este ensayo aborda un aspecto que consideramos clave para el desarrollo de la competencia social y ciudadana: la competencia comunicativa, entendida como promotora de la convivencia en las sociedades democráticas, plurales y multiculturales, como medio para resolver los conflictos interpersonales y de posibilidad de participación ciudadana. En este sentido, partiendo de los recursos de la argumentación, el diálogo y la discusión, se señalan las características metodológicas y las principales técnicas que pueden ser empleadas para su trabajo en el aula. Based on the idea that education must be integral, that is, must address all areas of the person (in his dual role individual and social), this paper addresses a key aspect to consider in developing social and civic competence: communicative competence, understood as a promoter of coexistence in a democratic society, pluralism and multiculturalism, as a means of resolving interpersonal conflicts and the possibility of participation. In this sense, based on the resources of the argument, dialogue and discussion, addressing t
National and international literature and legislation recognize the lead in grole of Physical Education in learning social and civic competences. Such learning can be hindered or facilitated by environmental contextual factors. In the perspective of an inclusive school, it is essential to take this factors into consideration in the assessment procedures in order to design didactic and educational interventions aimed at removing barriers and implementing environmental facilitators. The ICF-CY model issuitable for this purpose, however it is rarely used in schoolevaluation practices.The present study highlights the possibility of using the ICF-CY in Physical Education in order to orientate the formative evaluation of social and civic competences through the detection of descriptive information of social behaviors and contextual environmental factors that impact them during motor activities and recreational-sports.The research group identified significant correspondences between some ICF-CY categories and social and civic competences. On the basis of such correspondences, the group developed an operational tool for the evaluation of social and civic competences based on the ICFCY which can be directly used in the daily work of the Physical Education teacher in the first degree of the secondary school. ; La letteratura e la normativa, nazionale ed internazionale, riconoscono il ruolo di primo piano dell'Educazione Fisica nell'apprendimento delle competenze sociali e civiche. Tale apprendimento può essere ostacolato o facilitato dai fattori contestuali ambientali. Nella prospettiva di una scuola inclusiva, risulta fondamentale considerare questi fattori nelle procedure di valutazioneal fine di progettare interventi didattici ed educativi volti alla rimozione delle barriere e all'implementazione dei facilitatori ambientali. Il modello dell'ICF-CY risulta adeguato a tale scopo, ma è scarsamente utilizzato nelle prassi valutative a scuola.Il presente studio evidenzia la possibilità dell'impiego dell'ICF-CY in Educazione ...
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.
?his article refers to the current theoretical and policy debate on key competences, skills and qualifications, which every citizen in society must have or acquire, through a process of lifelong learning, in order to be able to cope with the challenges and demands of phenomena such as (economic) globalization, information technologies and multiculturalism as a result of the new character of migration flows. The recommendation of the EU Council and Parliament on key competences for lifelong learning, which include "social and civic competences", is indicative. The purpose of this article is two-fold: Firstly, to provide a contemplative review of some frequently used concepts within educational policy contexts. Secondly, to initiate a discussion on the relation between social capital and social competence, from a learning perspective, focusing on the question: Why is there such a huge interest in social skills and competences today, and what is the role of education (and what kind of education?) in the creation of social capital in society?
Contemporary democratic theories that draw on Socrates for inspiration have addressed his method of investigation too narrowly because there has been insufficient attention to the need for authority, which Socrates also identifies. Because his appeals to authority initially appear antidemocratic, we cannot overlook this aspect of his thought. I describe a virtue, civic competence, which is the excellence of citizens who critically engage with the norms of the community, but who also recognise that authority is politically necessary. Deliberation requires elenctic-like scrutiny, but also a willingness to accept some arguments as authoritative. My overarching claim is that failure to exhibit such character traits can appear in more than one form, a point neglected in recent literature, and that not all such forms are antidemocratic. Civic competence is susceptible to corruptions that may never result in citizenship that is simply undemocratic. I define two corruptions of civic competence: 'disagonism' and 'eristicism'. The former treats disagreement as signalling either confusion or wickedness and deliberation as a process of clarifying and tidying discourse. The latter treats disagreement as ineliminable and deliberation as gaming with words in order to defeat an opponent in argument.
Civic Education and Competences for Engaging Citizens in Democracies Murray Print University of Sydney and Dirk Lange Leibniz University of Hannover What competences do young citizens need to be considered as active and engaged in the context of a modern Europe? In 2011 an invited research symposium of leading civic and political educators, social scientists and educational administrators from Europe met in Hannover, Germany to consider this key concern facing Europe today. In examining the above question the symposium addressed two significant issues: 1. Identify key competencies required for active citizenship of young people in Europe of the future. 2. Translate those competencies to school-based activities in the form of curricular and pedagogical strategies. The group addressed these questions through discussion in the symposium and through previously prepared papers. Subsequently the group participated in a modified Delphi Technique to identify the key competences and the final competences are presented in this book. The chapters of this book represent the contribution of the participants before, during and after the symposium with opportunities for review and reflection. Murray Print and Dirk Lange are professors from the University of Sydney and Leibniz University of Hannover respectively and are national leaders in civics and citizenship education in their respective countries. They have brought together a group of leading European civic and citizenship educators from different academic fields to explore the key issue and to identify the competences for young people to become active and engaged European citizens
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The major theme is the extension of the study of 'civic competence' or 'pol'al efficacy' through survey data to a major new area, India. The following questions are treated: What sections of Indian society exhibit greater feelings of civic competence? Do people feet more competent with respect to the local gov or with respect to the nat'l gov? What 'strategies' of influence are likely to be emphasized by people in India? Finally, does civic competence have any effect on the level of Indian pol'al involvement & pol'al participation? The frame of reference for the res is G. Almond & S. Verba, THE CIVIC CULTURE (Boston, Mass: Little Brown & Co, 1965). Many of the findings confirm those made by Almond & Verba, while others suggest a revision. About 50% of the Indian people feel fairly confident about doing something to change an injurious or harmful gov'al decision. This feeling of confidence was found to be more prevalent in hyp'al encounters with the local gov than with the nat'l gov. Re 'strategy' of influence, it was found that from 25% to 33.3% of the Indian R's would choose to work with other people-in informal groups of friends, neighbors & colleagues-in order to put pressure on the gov. Another 13% indicated that they would use 'output' rather than 'input' structures of the system to affect pot. From 3% to 6% also mentioned demonstrations & violent activity as appropriate pol'al strategy. Pol'al efficacy & educ showed a strong relation. An overwhelming majority of the highly educated believed that they could do something to influence the policymaking process. The relationship between competence feelings & educ on the one hand & voting on the other was unexpectedly found to be negative. The highly educated lacked citizenship duty feelings & expressed a higher degree of pol'al alienation than the less educated. The data were derived from the Indian Instit of PO nat'l polls conducted in 1964 & 1967. The 1964 study had a sample of 2,014 & the 1967 study of 10,000 R's. ' AA.
Students in all content areas are almost exclusively presented with text-based instruction that starkly contrasts their experiences outside a classroom. With the advent of sophisticated technologies unknown to earlier generations, modern students are evermore immersed in visual data such as photographs, videos, games, apps. Visual media comprise many of the resources that adolescents use to negotiate understandings of the world. Many teachers and teacher-educators suggest that civic competence requires meeting powerful media with equally powerful analysis tools. In this, the first of two coupled articles — the second to be published in the July issue of Social Studies Research and Practice — I describe the educative potential of employing visual documents, especially historical photographs, in social studies instruction and refer to implications drawn from recent research studies. I also introduce an original lesson demonstrating wise practice teaching strategies for implementing historical photographs in classroom instruction to promote students' civic competence. The second coupled article will extend the wise practice teaching strategies and feature all of the resources needed to enact the lesson and provide closure to the ideas posited throughout both articles.
