Imigrantes no espaço escolar: interfaces da cidadania intercultural com os valores cívicos

The expanding internationalisation of higher education (HE) has resulted in the inte rcultural dimensions becoming a core aim of many institutions. This is frequently represented though the concept of intercultural or global citizenship with students expected to engage with academic, professional and social communities across multiple scales from the local to the global. The language though which both the internationalisation of HE and intercultural citizenships is expected to take place is often English, or more precisely ELF, epically in English medium education (EME). Therefore, given this key role for English, English language teaching (ELT) provides an ideal setting for developing intercultural citizenship education. However, at present, this is an under-researched area. To address this gap, this collection of short papers provides a snap shot of current thinking and research form ELF perspectives. We include reports on the development of intercultural citizenship through study abroad for university students from China, Japan and Thailand; the role of intercultural citizenship in pre-service teacher education in Turkey; and a discussion of the relationship between intercultural citizenship, identity, symbolic power and language in the ELT and EMI classroom.

It is analyzed in the article “competency in time” as a means of developing the professional image of applicants for education in institutions of different accreditation levels. There are highlighted characteristics of the “professional image”, “competence in time”. They will enable future specialists of socionomic professions to effectively carry out their professional activities. Scientists interpret “image” differently, focusing on its polysemantic category. It characterizes the style of professional and pedagogical activity, the manner of communication, the ability to individualize one’s image, to give it aesthetic expressiveness.There are summarized definitions of the terms “image”, “professional image”. It is defined “professional image of a specialist in socionomic professions” in the context of the study of the raised problem. It is an integrated image that combines internal and external characteristics. It also arises in the minds of other people in the communication process with him. It was established that “temporal competence” involves the effective organization of professional activity in accordance with the challenges of time and space. It creates conditions for professional self-realization. “Competence in time” is defined as the presence of knowledge, abilities and skills, experience in organizing one’s time resources, adequate perception of temporal reality.The development of the professional image of applicants for education in educational institutions (colleges) and higher education will take place more effectively if the case method is used. Attention is focused on three aspects of the case method: as a specific teaching method, as a paradigm of activity and way of thinking, and as a field of creative activity. It has been established that the simplest are “choice cases”, “closed” cases that contain all the necessary information ‒ a description of a situation that has two solutions. It is presented an indicative scenario of organizing a lesson on the development of “time competence” according to the case method, consisting of four stages (organizational, preparatory, analytical, final). Keywords: time competence; image; professional image; case method; professional training; development; education seekers; specialists in socionomic professions; professional preliminary educational institutions; higher educational institutions.

The school represents the optimal setting for promoting the physical, emotional, and social health of children, especially during the first years of life. Understanding the pedagogical actions of teachers to address health education is an important first step in promoting healthy behaviors in children. We inhere analyzed the pedagogical action patterns in the preschool teaching of healthy habits from a holistic health perspective. We used photography as a strategy for data collection and applied a Chi-square automatic interaction detection (CHAID) classification tree, a data mining procedure, to generate a pattern model. We found that the school space and the learning playfulness strategies for the development of executive functions, classified according to the exercise, symbolic, assembly, rules (ESAR) model, were the main factors that influence the pedagogical actions fostering healthy habits. By contrast, the school and the pedagogical resources of the classroom are factors with a much smaller impact on working with healthy habits. This pedagogical action pattern is flexible, since teachers conduct a multiplicity of pedagogical actions through different strategies, in different school spaces, at any time. In conclusion, our results unmask the interdependent relationships between the different factors that determine the teacher’s actions at the preschool. It also contributes to the understanding of the teacher’s practices in fostering healthy habits in a healthy learning environment.

‘Political equality’ is regarded as inherent to the nature of citizenship, but the traditional Chinese concept of ‘ethnic segregation’ runs counter to this idea. A shift away from this concept has been a prerequisite for the development of modern Chinese citizenship. In the mid-18th century, the Qing Dynasty was at the point of transition from tradition to modernity. Hua – Yi segregation put the Qing rulers under great pressure due to their origins as an ethnic minority. Confucian intellectuals such as Zeng Jing used this concept to challenge the political legitimacy of the Qing Dynasty, and rulers such as Yongzheng took advantage of this opportunity to replace the conception of ethnic segregation with that of equal political status through political debate and mass education. The concept of Hua – Yi segregation, which had lasted for nearly 3,000 years in China, then gradually faded away. The development of the new approach thus laid the foundation for the acceptance of the Western concept of citizenship. Chinese citizenship therefore has both internal and external cultural roots. The development of citizenship in China shows the importance of ‘after Orientalism’ in citizenship studies.

School space is not merely a backdrop to the proper work of schooling. The classroom or the school itself is much more than a simple container in which learning and educational experiences happen, as if indifferent to the spatial and material environment (Burke and Grosvenor 2008, p. 8). The design of schools, from classrooms and school buildings, to play areas and outdoor zones, has been integral to the history of educational provision and in conveying ideas about the purposes and ambitions of schooling. In this sense, the architecture of school buildings and the organisation of school space mediate the experience and aspirations of schooling. They shape both hinder and enable pedagogies and classroom dynamics as well as interactions and learning, even in the seemingly unstructured space surrounding school buildings. Acknowledging the significance of space, however, calls for more than attention to the instructional efficacy of learning environments (Leander et al. 2010). It also calls for an account of the kind of student subjectivities and dispositions the space of schooling invites and makes possible (Burke and Grosvenor 2008; Gutman and de Coninck-Smith 2008). In addition, the very look and feel of schools feed into the symbolic and reputational meaning they have in their local communities and beyond. A focus on the design of school environments underscores the significance of the visual and representational dimensions of schooling, across public and community settings as well as in the lived experience of being in school spaces built, natural, inside, outside for teachers, students and families.

Objetivo y tipologia textual. El presente articulo describe el proceso investigativo desarrollado en dos escuelas –una publica y otra privada– de la ciudad de Neiva. El objetivo principal de este estudio consistio en identificar las acciones institucionales y pedagogicas que fomentan el proceso de aprendizaje de ingles en los estudiantes de los grados tercero y quinto de primaria.Metodologia. El estudio se realizo siguiendo un modelo cualitativo-descriptivo con una poblacion de 99 estudiantes, tres docentes y dos directivos. Los instrumentos de recoleccion de datos utilizados para este estudio consistieron principalmente en encuestas, entrevistas semiestructuradas y notas de observacion de clase. Los datos fueron analizados y clasificados siguiendo cuatro categorias: acciones institucionales, actividades pedagogicas, recursos didacticos y limitaciones al proceso.Resultados. Los resultados se presentan de acuerdo con los conceptos proporcionados por los directivos, docentes y estudiantes de cada una de las escuelas, y sustentados por las notas de observaciones de clases.Conclusiones. A pesar de que historicamente las instituciones publicas y privadas se perciben con diferencias significativas, tanto a nivel institucional como en el aula de clases se pueden generar acciones que reduzcan esas diferencias, en muchos casos del orden presupuestal y curricular, de tal manera que redunden en un efectivo proceso de aprendizaje del ingles. Hacia este proposito contribuyen la implementacion de variadas estrategias pedagogicas, un uso mas constante de la lengua meta y un uso mas eficiente de los recursos disponibles.

There has been an explosion of interest in the concept of citizenship among political theorists. In 1978, it could be confidently stated that "the concept of citizenship has gone out of fashion among political thinkers" (van Gunsteren 1978, p. 9). Fifteen years later, citizenship has become the "buzz word" among thinkers on all points of the political spectrum (Heater 1990, p. 293; Vogel and Moran 1991, p. x). There are a number of reasons for this renewed interest in citizenship in the 1990s. At the level of theory, it is a natural evolution in political discourse because the concept of citizenship seems to integrate the demands ofjustice and community membership-the central concepts of political philosophy in the 1970s and 1980s, respectively. Citizenship is intimately linked to ideas of individual entitlement on the one hand and of attachment to a particular community on the other. Thus it may help clarify what is really at stake in the debate between liberals and communitarians. Interest in citizenship has also been sparked by a number of recent political events and trends throughout the world-increasing voter apathy and long-term welfare dependency in the United States, the resurgence of nationalist movements in Eastern Europe, the stresses created by an increasingly multicultural and multiracial population in Western Europe, the backlash against the welfare state in Thatcher's England, the failure of environmental policies that rely on voluntary citizen cooperation, and so forth. These events have made clear that the health and stability of a modern democracy depends, not only on the justice of its 'basic structure' but also on the qualities and attitudes of its citizens:' for example,

This scientific article is a review of the literature on the definition of the concept of intercultural citizenship. The article considers the emergence and origin of intercultural communication, its impact on modern foreign language education. The concepts of citizenship are discussed from different points of view. The definition of intercultural citizenship as an important aspect of modern foreign language education is given. The paper considers the component composition of the concept of intercultural citizenship in the context of education. Also, the authors propose components that should be included in the concept of intercultural citizenship. Moreover, it describes the expected stages of the formation of communication skills and abilities that reflect these components, and also reflects the logarithm of constructing a block of tasks on this aspect. Key words: intercultural citizenship, citizenship, intercultural communication, foreign language education

Global society undergoes constant development, as do the local, national, or regional contexts in which higher education institutions (HEIs) are situated. HEIs must commit to it in their missions and visions and make strategic choices as to how they want to integrate international and intercultural dimensions in the graduate attributes and intended learning outcomes of their programmes and in the content, the teaching and learning activities, and the assessment forms applied. HEIs must commit to it in their missions and visions and make strategic choices as to how they want to integrate international and intercultural dimensions in the graduate attributes and intended learning outcomes of their programmes and in the content, the teaching and learning activities, and the assessment forms applied. Future revisions of existing programmes, or the development of new ones, will no doubt require a fresh look at online collaboration and other alternatives to physical mobility.

Although the development of intercultural citizenship among university students has now been included as a key policy in international universities, pedagogical practices for promoting the awareness, understanding, and development of intercultural citizenship while studying abroad have reportedly been inadequate. To address this gap, this qualitative interview study 1) explores the perceptions of Thai and Chinese students enrolled in English-medium education programs on the development of intercultural citizenship and 2) identifies links between intercultural citizenship and English for students studying in international universities. The findings reveal that the participants generally had positive attitudes toward the concept of intercultural citizenship and agreed that living in a foreign country surrounded by individuals from diverse linguistic and cultural backgrounds made it more effective to learn about and promote awareness of intercultural citizenship compared to staying in their homelands. They further demonstrate that English proficiency levels, exposure to teaching methods before studying abroad, and regular on-campus and off-campus activities with international friends from different linguistic-cultural backgrounds are significant in enhancing intercultural citizenship competencies. Further, some implications in terms of the promotion of intercultural citizenship education through English are also proposed and discussed. Supplemental data for this article is available online at https://doi.org/10.1080/09500782.2021.1996595 .

Following the continental tradition of phenomenological pedagogy, this paper focuses on the lived time and space of school – and on contexts in which school is understood as a democratic community. It does so by comparing and contrasting related works of G.W.F. Hegel (1770–1831), Martinus Langeveld (1905–1989) and Eugen Fink (1905–1975). It shows how, within the school, social questions and problems are transformed into pedagogical ones, allowing pedagogical action to become socially productive. In so doing, it articulates a systematic approach to the general question of purposes of the school as a distinctive social institution with its own logic of teaching and learning. First, it is shown via Hegel that in school a pedagogical practice is taking place in an institutionalised and artificial manner which is opposed to other social spheres, institutions and practices. With Langeveld the logic of pedagogical action is worked out, in which extrinsic questions and problems are implemented in a temporal, spatial and social pedagogical order. Fink locates school in a dynamic and scientific-technical (post-)modern and (post-)democratic society. In this context he sees the action and communication occurring in school as able to add to the production of meaning and experience.

Background: Universities continue to experience pressure to prepare work-ready graduates. In Ontario, this has recently taken the form of new provincial funding metrics which include experiential education. This places more formal pressure on all provincial universities to foster experiential education. Purpose: This study focuses on the organizational dynamics within a selected university as it developed an Experiential Education Certificate (EEC). Methodology/Approach: Using a qualitative approach, this case study relies on multiple methods. Content analysis was used to analyze textual data that framed the EEC. Semi-structured interviews ( n = 12) with institutional actors were used to analyze how experiential education is framed administratively and practiced at the technical level of the university. Findings/Conclusions: Although the EEC reflected a management logic, it was not fully aligned with the academic logic of ground-level technical actors (e.g., professors). Institutionalizing experiential education has implications for multiple logics at play within universities and thus requires more “logic work” of those working within. Implications: This exploratory study lays the groundwork for further theorizing experiential education from an organizational perspective, namely, studying experiential education across disciplines, theorizing at the field level, and including administrators.

The relevance of the study is predetermined by insufficient development of the problem of schoolchildren’s music education in general secondary education institutions in the People’s Republic of China and the significance of the use of educationally valuable Chinese experience in music education in Ukrainian educational practice. The aim of the study is to reveal the tendencies and prospects for schoolchildren’s music education in general secondary education institutions in the People’s Republic of China. Various methods have been used to carry out this research, namely: general scientific (analysis, synthesis, systematization, generalization, comparison, classification), historical, empirical and prognostic methods. The general tendencies of development of music education in general secondary education institutions in the People’s Republic of China in historical, content and organizational-methodical aspects have been revealed. The general trends of development of music education in general secondary education institutions in Ukraine and the People’s Republic of China have been determined. They are the progressiveness of the general strategy of music education, its focus on the development of spirituality of the nation, democratization of educational process, openness to the world and European experience, constant modernization of the content of education, forms and methods of mastering it, improvement of the conditions of educational process, increased attention to Music teachers’ professional training. The prospects for development of schoolchildren’s music education in general secondary education institutions in the People’s Republic of China have been specified. They are the intensification of scientific research and intensifying the implementation of innovations into the practice of music education, the creation of a national concept of general music education taking into consideration the progressive world experience and national cultural traditions, development of curricula of general secondary music education taking into account the specificity and opportunities in the region, the combination of tradition and innovation in music pedagogy. The directions of the use of Chinese experience in modern schools in Ukraine have been determined. They are the development of a concept of schoolchildren’s music education taking into account the realities and prospects for the development of national education, universal and national cultural traditions, children’s assimilation of the most important values by means of musical art, providing pedagogically appropriate organization and improving the conditions of children’s music education, increasing the requirements for Music teachers’ professionalism

本稿の問題意識は二つある。一つ目は、「社会認識を通して市民的資質を育てる」とされる社会科のあり方について、社会認識と市民的資質の関係をどう考えるかの問いである。それは、「社会科とは何か」という「大きな物語」（規範的・原理的研究）への問いである。前者を優先する社会科の規範は「狭い社会科」であり、後者を優先する社会科の規範は、「広い社会科」とされる。本稿では、シティズンシップ教育や昨今の日本の学習指導要領における持続可能な社会の創り手育成などの観点から、後者の立場に立って「広い社会科」すなわち「市民形成社会科」を主張するものである。二つ目は、授業者、実践者として日々の社会科の授業をどう作ればよいか、社会科授業デザインという「小さな物語」への実践的な問いである。筆者は、高等学校教員として社会科授業の実践をデザインし、また実際に行ってきた。実践者としては手探りであったが、国際理解教育やグローバル教育の目指すグローバルシティズンシップ育成の視点から社会科授業づくりと実践に取り組んだことで、「広い社会科」に出会うことになった。研究者としても実践者としても「市民形成社会科」が私の社会科授業デザインの中心となっている。There are two research questions addressed in this paper. Generally, Social Studies is the subject of “citizenship development through social recognition.” The first question is concerned with the way of thinking about the relationship between social recognition and citizenship formation. It is a question of the “big story”, that is the normative and fundamental question of “What is Social Studies.” Social Studies that prioritizes the former (social recognition) are called “narrow Social Studies”, and Social Studies that prioritizes the latter (citizenship formation) are called “broader Social Studies.” In this paper, from the viewpoint of citizenship education and the fostering of a sustainable society in the current Japanese course of study, I insist on the importance of “broader Social Studies” from the standpoint that “Social Studies as Citizenship Formation” is necessary. The second question is concerned with the “small story”, that is a practical question for Social Studies. It is a question about how to make lessons in daily Social Studies classes as a teacher or a practitioner. As a high school teacher, I designed and taught many lessons of Social Studies. As a practitioner, through the process of trial and error, I have been making and implementing lessons of Social Studies from the perspective of fostering global citizenship with the aim of international and global education, and I came to be engaged with “broader Social Studies.” Both as a researcher and a practitioner, “Social Studies as Citizenship Formation” is the center of my social studies design.

The Conducting and Choir School of the outstanding choral conductor and pedagogue Oleg Tymoshenko is analyzed. It is outlined that at the present stage of development of music and pedagogical education it is Oleg Tymoshenko's conducting and choral art that contributes to the formation of a high level of professional skill in the future specialist, ensures the growth of his personality and spiritual culture, provides the involvement in the repertoire of the best highly artistic samples of choral art of different times and genres. It is determined that the outstanding teacherchoirmaster Oleg Tymoshenko in artistic and pedagogical activity required careful study of choral work and provided this approach in teaching, developed refined musical taste, interest in the studied, broadened horizons, and most importantly was able to cultivate a sense of beauty, educated future professionals of our society in the paradigm of comprehensive knowledge of art and spiritual understanding of creativity. It is revealed that the educational process of Oleg Tymoshenko’s Conducting and Choir School plays a major role to reform the art education of higher educational institutions in Ukraine. It was found that the artistic path of the outstanding choral conductor and pedagogue is an example of the universalism of the creative personality, individual originality and unique expressiveness of every true artist. A wide range of Oleg Tymoshenko’s artistic activity is substantiated in the aspect to reveal different vectors of the artist’s creativity: performing work, pedagogical and creative activity. It is emphasized that the prominent choral conductor and pedagogue, the representative of Kyiv Conducting and Choir School Oleg Tymoshenko is a direct active participant of the Ukrainian artistic life with high professional potential. His creative activity contributes to the development and formation of the modern context of Ukraine spiritual life. Summarizing the above mentioned the author of the study determined that the artistic and pedagogical activity of the outstanding choral conductor and teacher Oleg Tymoshenko is clearly characterized, firstly, by repertoire policy, which provided interpretation of the best highly artistic samples of choral art of different times and genres, secondly, by purposeful formation of high technical level in future specialist, and lastly, thirdly, the dynamic development of his natural inclinations. It is proved that the Сonducting and Сhoir School of Oleg Tymoshenko, outstanding choral artist, was based on national song traditions, which are rooted in the distant past, but at the same time are an integral part of the modern socio-cultural environment, forming an original cultural product of the highest quality.