Abstract
The results of the young Chileans who participated in the International Study of Civic and Citizenship Education 2016 emphasize the need for the school to positively influence the formation of citizens, which has been reinforced by Law No. 20.911. Following a qualitative methodology and an interpretive approach of a multiple case study, this project seeks to characterize the materialization of the educational policy of citizenship education in eight schools throughout the country. This was done based on an analysis of the Plan for Citizenship Education, observation of teacher practices, review of documents and the perception of teachers, principals and 8th grade students, gleamed from interviews. Results show that the elaboration of the Plan for Citizenship Education has lacked proper support and its responsibility lies mainly with the teacher assigned to oversee its implementation, in each school, which implies that in many cases there is no collaborative reflection on the type of citizen that should be formed. Likewise, the work of educating citizens is assigned to the subject of History, Geography and Social Sciences, contradicting the transversal nature of Citizenship Education in the school curriculum. Finally, the Citizenship Education Plan is drawn up primarily to comply with current ministerial regulations.
Highlights
Los resultados del Estudio Internacional de Educación Cívica y Ciudadanía (ICCS) indicaron que el conocimiento cívico de los jóvenes chilenos se encuentra por debajo de la media internacional, y que entre 2009 y 2016 su conocimiento cívico disminuyó
The results of the young Chileans who participated in the International Study of Civic and Citizenship Education 2016 emphasize the need for the school to positively influence the formation of citizens, which has been reinforced by Law No 20.911
Results show that the elaboration of the Plan for Citizenship Education has lacked proper support and its responsibility lies mainly with the teacher assigned to oversee its implementation, in each school, which implies that in many cases there is no collaborative reflection on the type of citizen that should be formed
Summary
La escuela representa la primera oportunidad en que un individuo puede vincularse con grupos más amplios que la familia y los vecinos. La escuela no es necesariamente democrática y puede no enseñar a participar activamente en sociedad (Engel, 2015), a pesar de los numerosos intentos desde la política pública para que así sea, esfuerzos que se han traducido en programas de estudios, bases curriculares y planes escolares, entre otros. Lo anterior se puede deber a que los diseños curriculares implementados en Chile siguen un enfoque top-down (Olson, 2002), en el que docentes y directivos de escuelas son los responsables de dar forma a políticas educativas que les son mandatadas (Walshaw & Anthony, 2007)
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