Teaching positions on citizenship education. Between the institution and the disciplinary field

This paper, corresponding to an institutional case study of a state-run secondary school in Buenos Aires City, reconstructs the perceptions of teachers regarding the curricular space of the subject “Ethical and Citizenship Education” (NES) concerning various dimensions involved in the phenomenon of...

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Autor principal: Manelli, Matias
Formato: Artículo revista
Lenguaje:Español
Publicado: Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2025
Materias:
Educación ciudadana
Escuela secundaria
Posición docente
Citizenship education
Secondary school
Teaching position
Acceso en línea:https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/878
Aporte de:
Revista de la Escuela de Ciencias de la Educación de Universidad Nacional de Rosario
id I15-R208-article-878
record_format ojs
spelling I15-R208-article-8782025-08-07T13:33:56Z Teaching positions on citizenship education. Between the institution and the disciplinary field Posicionamientos docentes sobre la construcción de ciudadanía. Entre la institución y el campo disciplinar Manelli, Matias Educación ciudadana Escuela secundaria Posición docente Citizenship education Secondary school Teaching position This paper, corresponding to an institutional case study of a state-run secondary school in Buenos Aires City, reconstructs the perceptions of teachers regarding the curricular space of the subject “Ethical and Citizenship Education” (NES) concerning various dimensions involved in the phenomenon of citizenship building in secondary education. The first section introduces the general discussion related to the relationship between citizenship and school, while the second presents the methodological considerations and theoretical frameworks used. The subsequent sections present the results of the analysis of empirical material regarding teachers’ perceptions of teaching proposals, the incorporation of current contexts, participatory instances, and student citizenship practices. Additionally, the phenomenon of disjunction between the citizenship models engaged in citizenship education spaces and student participation spaces is characterized. In con-clusion, two divergent and disjointed ways of thinking about citizenship in schools are presented, along with reflections on this scenario. El presente trabajo, correspondiente a un estudio de caso institucional de una escuela secundaria de gestión estatal de la Ciudad de Buenos Aires, reconstruye las percepciones de docentes del espacio curricular de la asignatura “Formación Ética y Ciudadana” (NES) en torno a distintas dimensiones que hacen al fenómeno de la construcción de ciudadanía en la escuela secundaria. El primer apartado introduce la discusión general relativa a la relación entre ciudadanía y escuela, mientras que el segundo presenta las consideraciones metodológicas y claves teóricas utilizadas. Los siguientes apartados, por su parte, presentan los resultados del análisis del material empírico en cuanto a las percepciones docentes sobre las propuestas de enseñanza, la inserción de la coyuntura, las instancias participativas y las prácticas de ciudadanía estudiantil. A su vez, se caracteriza el fenómeno de disociación entre los modelos de ciudadanía que se ponen en juego en los espacios curriculares de formación ciudadana y los espacios de participación estudiantil. A modo de conclusión, se presentan dos formas divergentes y desarticuladas de pensar la ciudadanía en la escuela y reflexiones en torno a dicho escenario. O presente trabalho, que corresponde a um estudo de caso institucional de uma escola secundária estatal da cidade de Buenos Aires, reconstrói as percepções dos professores sobre o espaço curricular da disciplina “Formação Ética e Cidadã” (NES) em torno de suas propostas de. o ensino, as condições institucionais da escola e as práticas estudantis em matéria de cidadania, de forma a dar conta das características assumidas pelos processos de formação da cidadania. Facultad de Humanidades y Artes de la Universidad Nacional de Rosario 2025-01-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/878 Revista de la Escuela de Ciencias de la Educación; Vol. 1 Núm. 20 (2025) 2362-3349 spa https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/878/782 Derechos de autor 2024 Matias Manelli https://creativecommons.org/licenses/by-nc-sa/4.0
institution Universidad Nacional de Rosario
institution_str I-15
repository_str R-208
container_title_str Revista de la Escuela de Ciencias de la Educación
language Español
format Artículo revista
topic Educación ciudadana
Escuela secundaria
Posición docente
Citizenship education
Secondary school
Teaching position
spellingShingle Educación ciudadana
Escuela secundaria
Posición docente
Citizenship education
Secondary school
Teaching position
Manelli, Matias
Teaching positions on citizenship education. Between the institution and the disciplinary field
topic_facet Educación ciudadana
Escuela secundaria
Posición docente
Citizenship education
Secondary school
Teaching position
author Manelli, Matias
author_facet Manelli, Matias
author_sort Manelli, Matias
title Teaching positions on citizenship education. Between the institution and the disciplinary field
title_short Teaching positions on citizenship education. Between the institution and the disciplinary field
title_full Teaching positions on citizenship education. Between the institution and the disciplinary field
title_fullStr Teaching positions on citizenship education. Between the institution and the disciplinary field
title_full_unstemmed Teaching positions on citizenship education. Between the institution and the disciplinary field
title_sort teaching positions on citizenship education. between the institution and the disciplinary field
description This paper, corresponding to an institutional case study of a state-run secondary school in Buenos Aires City, reconstructs the perceptions of teachers regarding the curricular space of the subject “Ethical and Citizenship Education” (NES) concerning various dimensions involved in the phenomenon of citizenship building in secondary education. The first section introduces the general discussion related to the relationship between citizenship and school, while the second presents the methodological considerations and theoretical frameworks used. The subsequent sections present the results of the analysis of empirical material regarding teachers’ perceptions of teaching proposals, the incorporation of current contexts, participatory instances, and student citizenship practices. Additionally, the phenomenon of disjunction between the citizenship models engaged in citizenship education spaces and student participation spaces is characterized. In con-clusion, two divergent and disjointed ways of thinking about citizenship in schools are presented, along with reflections on this scenario.
publisher Facultad de Humanidades y Artes de la Universidad Nacional de Rosario
publishDate 2025
url https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/878
work_keys_str_mv AT manellimatias teachingpositionsoncitizenshipeducationbetweentheinstitutionandthedisciplinaryfield
AT manellimatias posicionamientosdocentessobrelaconstrucciondeciudadaniaentrelainstitucionyelcampodisciplinar
first_indexed 2025-02-05T22:41:04Z
last_indexed 2025-09-04T05:05:55Z
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