Education for Citizenship in the Latin American Context

Research Anthology on Instilling Social Justice in the Classroom Pub Date : 1900-01-01 DOI:10.4018/978-1-5225-7110-0.CH009

Joan Pagès Blanch, Carolina González, Martha Cecilia Gutiérrez Giraldo

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Abstract

The chapter shows the situation of education for democratic citizenship in Latin America and its evolution over the last 25 years, taking as an example three countries: Chile, Colombia, and Mexico. First, the concept of citizenship in curricula is analyzed. Its role in the political and social re-democratization and its limitations are proposed as a result of a national identity concept that limits cultural, social, and political diversity. Their strengths and weaknesses are compared, considering issues like human rights, citizenship responsibilities, citizen participation, community boundaries, levels of identity, and cultural diversity. Second, the purposes of their teaching are interpreted in the curricula. It presents a curriculum focused on relevant social problems and on the formation of critical thinking and social participation and citizenship awareness. Finally, it reflects on the results of the international study on civic and citizen education in Latin America, pointing out its contradictions and the need to continue deepening in research and in teaching practice and training.

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拉丁美洲背景下的公民教育

本章以智利、哥伦比亚和墨西哥三个国家为例，展示了拉丁美洲民主公民教育的现状及其25年来的演变。首先，对课程中的公民概念进行了分析。它在政治和社会再民主化中的作用及其局限性是由于限制文化、社会和政治多样性的国家认同概念而提出的。考虑到人权、公民责任、公民参与、社区边界、身份认同水平和文化多样性等问题，比较了它们的优缺点。其次，他们的教学目的是在课程中解释的。它提供的课程侧重于相关的社会问题以及批判性思维、社会参与和公民意识的形成。最后，对拉美公民与公民教育的国际研究成果进行反思，指出其存在的矛盾以及在研究和教学实践与培训方面需要继续深化的问题。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Research Anthology on Instilling Social Justice in the Classroom

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