Process that promotes reflection and appreciation of situations in social life, for making free decisions, aimed at practices that engage people with the problems that affect community and democratic life.
Published in Chapter:
Education for Citizenship in the Latin American Context
Joan Pagès Blanch (Autonomous University of Barcelona, Spain), Carolina García González (University of Santiago de Chile (USACH), Chile), and Martha Cecilia Gutiérrez Giraldo (Technological University of Pereira (UTP), Colombia)
Copyright: © 2019
|Pages: 23
DOI: 10.4018/978-1-5225-7110-0.ch009
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.