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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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Facultad de Humanidades y Artes de la Universidad Nacional de Rosario
2025
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| Acceso en línea: | https://revistacseducacion.unr.edu.ar/index.php/educacion/article/view/878 |
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| Sumario: | 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. |
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