Suchergebnisse

This study has been developed within the framework of a European Erasmus + project called ELEF†. The aim of this project is to develop, implement, evaluate and replicate innovative democratic learning environments. With this purpose, the Democracy Coaches are trained as agents of citizen participation and generators of democracy, both in educational centres and in informal educational settings. In this context, and during various training sessions, the Democracy Coaches work with the knowledge and skills they need to acquire. This paper focuses on the study and analysis carried out on the concepts expressed by these teachers of secondary education during their training. In order for them to become democracy coaches in the formal educational field, we address concepts such as democracy, citizenship and the most appropriate teaching-learning methodology for illustrating these concepts and competences, bearing in mind that they should educate citizens with full awareness of their rights and duties.

This paper presents the results obtained in an investigation of the role of heritage in current education regulations as a vehicle for the formation of citizens. The analysis was conducted on the Spanish state education regulations and their implementation in the Autonomous Region of Andalusia corresponding to the stages of pre-primary and primary education. A qualitative, descriptive-interpretative method was used. It was based on document analyses. To this end, a system of categories was prepared, organized into subcategories, variables and descriptors. From the results, there stands out the need to continue working on incorporating heritage into the formation of global citizens. For this, it is essential to build an integrated curriculum structured on the basis of "relevant socio-environmental problems". ; U ovom se radu prikazuju rezultati istraživanja o ulozi kulturne baštine u obrazovanju građana u sklopu aktualnoga obrazovnog zakonodavstva. Provedena je analiza državnih obrazovnih propisa u Španjolskoj i njihove provedbe u Autonomnoj zajednici Andaluziji, u predprimarnom i primarnom obrazovanju. Korištena je kvalitativna, deskriptivno-interpretativna metoda, a istraživanje je temeljeno na analizi dokumenata. U skladu s tim, pripremljen je niz kategorija podijeljenih u podkategorije, varijable i deskriptore. U rezultatima se ističe potreba nastavka rada na uključivanju kulturne baštine u globalno građansko obrazovanje, za što je neophodno izraditi integrirani kurikul koji se temelji na "relevantnim socio-ekološkim problemima".

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.