Citizenship education and curriculum policy in Brazil: facing challenges and prefiguring changes (original) (raw)
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CITIZENSHIP EDUCATION AND BRAZILIAN REALITY: POINTS FOR DEBATE AND COURSES OF ACTION
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The article aims to identify principles that underlie democracy and citizenship in Quebec, English Canada and Brazil. For this, it uses a comparative perspective to present and analyses the origins, foundations and evolution of citizenship education in the school curriculum in these realities. By putting forward the similarities and differences between these three societies, it emerges that the more difficult experience of Brazil with regard to democracy and social equity, in part because of its colonialist history, induces concerns about citizenship education that are very different from those observed in Quebec and English Canada. While in Canada citizenship education is for the most part centred on active and informed participation in democratic conversation, in Brazil citizenship education is largely articulated around issues of social inequity and social justice.
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Public sociology is at the origin of the formation of the modern Brazilian sociological field. Between 1960 and 1970, at least two important institutions of sociological research (the Center for Labor and Industrial Sociology at the University of Sao Paulo, CESIT, and the Brazilian Center for Analysis and Planning, CEBRAP) developed the praxis characteristic of public sociology building up links with extra-academic audiences, in particular, radical trade unions and progressive social movements. The purpose of this presentation will be to reconstruct the theoretical and political links between theseexperiences in public sociology and the current engagement of the Center for the Study of Citizenship Rights (Cenedic), public sociology institute founded at the University of Sao Paulo in the 1990s by sociologist Francisco de Oliveira. Thus, we intend to debate some tensions between the academic research and social movements fighting for the rights of citizenship which resurfaced with unp...
International Journal of Business and Social Science, 2019
In recent decades there has been vivid debate on the positive aspects of developing good citizenship education programs in basic education. In this article, we describe the experience of developing and testing a citizenship education module that involves the use of active learning methodologies in a secondary school in the city of Rio de Janeiro, in the year 2018. The article illustrates and clarifies theoretical suggestions on citizenship education scope, informs on the Rio de Janeiro (and Brazilian) educational framework and explains the settingup of the citizenship education module and its test. Sharing this experience aims to be useful for those interested in elaborating strategies of dealing with the subject of citizenship in school environments in general, as well as in cities with a complex social and political texture, facing specific challenges to significant progress in social development and democratic conditions.
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Abstract: This research is a particular result of a survey on the historical rights in Brazil, which aims to identify the ideological and structural issues in the constitution of the country legal. The main goal is to present some conclusive about the historical movement of construction of citizenship in Brazil and, particularly, point your new way of understanding by society and issues linked to economics values. The discussion on citizenship reveals an important discussion about the role and values that each member takes on the economical and social structure in the world. Keywords: Citizenship Movement, Political Citizenship, Economics Citizenship, Brazil “