Critical Citizenship Research Articles

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This work aimed to analyse the experiences arising from the lack or presence of Sexual Education among Biological Sciences Degree students from the Federal Institute of Paraíba, Cabedelo, Brazil, throughout their lives. This is survey research that draws on a qualitative-quantitative approach. An online questionnaire was used as a data collection instrument, which was applied between March and September 2023 to a sample of 32 students. The results revealed that the majority of those surveyed received little information about Sexual Education during their childhood and adolescence. Regarding the benefits of having received some extent of Sexual Education, the students highlighted the prevention of health risks, the possibility of self-knowledge and the ability to identify situations of sexual harassment and/or abuse. Regarding the harm arising from the lack of Sexual Education, the following stood out: difficulty in identifying/ dealing with harassment situations and difficulty/ embarrassment talking about topics related to sexuality. Given the results presented, it is concluded that Sexual Education is essential to ensure that future Biology teachers can play their role as educators completely and effectively, contributing to the health, well-being and integral development of students, as well as the schooling of well-informed and critical citizens.

Integrating Technologies Into Citizenship Training -EpC-: A Case Study With A Technological-Political Focus in the Colombian Context

Objective: the objective of this study was to investigate the impact of Information and Communication Technologies (ICT) on the pedagogical practices of Education for Citizenship (EpC) in educational institutions in the Nariño department, Colombia, to identify opportunities, tensions, and transformations in the integration of technology into the curriculum. Theoretical Framework: it was based on conceptual frameworks such as the Didactics of Social Sciences mediated by technology, the technopolitical approach, and network society theory. These models highlight how technologies reshape social and educational dynamics, thus promoting critical citizenship skills and learning that is contextualized in both global and local realities. Method: a multiple case study design was adopted, which included the participation of four educational institutions. Data collection was carried out through semi-structured interviews, questionnaires, and non-participant observations. These methods allowed for the analysis of teaching practices mediated by ICT and their relationship with the curricular objectives of EpC. The analysis was conducted in phases of selection, prediction, and interpretation, identifying emerging patterns and categories. Results and Discussion: the results show that ICT is a key tool for promoting digital literacy and civic participation, but face limitations such as the digital divide and lack of teacher training. In the discussion, these findings are contextualized in theories such as technopolitics, highlighting how ICT transforms teaching towards more critical and participatory approaches. The identified tensions include the limited instrumentalization of ICT and their underutilized potential to generate profound changes in educational practices.

Towards an Ideal Model of Education for Critical Citizenship. An Analysis of the Spanish Curricular Change in Social Sciences

ABSTRACTIn this study, we analysed the presence of citizenship education in the new Spanish social sciences curriculum, focusing on both the primary and secondary education stages. The relevance of the study stems from the need to adapt to a new reality, in which it is crucial to develop in children and young people the skills to understand, interpret and make critical decisions. Considering the model outlined as ideal, and being aware of the difficulty involved in achieving it, we took as a reference a possible model to analyse the Spanish curriculum, the ICCS study framework. The research presented is based on a review of policy documents and analyses the curricula of compulsory education stages through a content analysis technique. The results show that in the Spanish curriculum, under the logic of the ICCS framework, cognitive skills and citizen content are more prevalent than those based on attitudes and engagement. This issue prompts us to reflect on the future changes that should be made to approach the model we consider relevant.

Critical citizens and discontented citizens: Education, perceptions of fairness, and support for anti‐COVID measures in China

AbstractHow and why people support or disapprove of governmental responses to public crises, such as the COVID‐19 pandemic, is an important issue in public opinion research. Since 2020, China's strict anti‐COVID policy has protected lives but faced resistance. Drawing on Chinese General Social Survey (CGSS) 2021 data, we investigated the covariates associated with the support for the anti‐COVID measures in China, arguing that “critical citizens” (measured by university‐level education) and “discontented citizens” (measured by perceptions of fairness) were more likely to disapprove of the anti‐pandemic measures, and political trust would moderate the association. The findings showed that less educated and more satisfied citizens supported the government measures no matter what, whereas educated and discontented citizens showed conditional support—only when they had high political trust. These findings suggest reasons for the backlash to China's zero‐COVID policy and have broader implications for political trust and public opinion research.

EDUCATION AND SOCIETY: THE LACK OF PEDAGOGICAL PERSPECTIVE IN THE MODERN ERA

This paper examines current trends in education, highlighting the need for a renewed pedagogical perspective that meets societal demands. It analyzes contemporary educational reality, which is dominated by the reproduction of knowledge and the development of technical skills at the expense of promoting values such as critical thinking and active participation. The study emphasizes the importance of recognizing and incorporating social, political, and historical parameters into the educational process. It underscores the necessity of a pedagogical theory that does not passively follow societal trends but instead takes on a guiding role in shaping values. Such an approach fosters democracy, social justice, and critical thinking. Additionally, it addresses skill development, emphasizing that it should go beyond technical competencies to empower students as responsible and critical citizens. Finally, the significance of embedding these principles into pedagogical theory is highlighted, ensuring it responds to the need for active and empowered citizens who contribute meaningfully to social change.

A COLONIALIDADE NAS POLÍTICAS EDUCACIONAIS BRASILEIRAS: UMA ANÁLISE CRÍTICA DA BNCC E DO RELATÓRIO DO BANCO MUNDIAL

The implementation of the National Common Curriculum Base (BNCC) and the educational recommendations of the World Bank have significantly influenced Brazilian educational policies. However, these policies can reflect and perpetuate dynamics of coloniality, contributing to the maintenance of social and racial inequalities. This article critically analyzes how the BNCC and the World Bank's report Proposals to Realign Education Policies: Overcoming the Learning Crisis with Equity (2018) perpetuate the dynamics of coloniality in the dimensions of power, knowledge, and being. In addition, it proposes decolonial pedagogical alternatives that promote a more inclusive and emancipatory education. The research adopted a qualitative approach of a theoretical-critical nature, based on the decolonial perspective. A theoretical review of the contributions of authors such as Quijano, Mignolo, Maldonado-Torres and Walsh was carried out, and a documentary analysis of the BNCC and the World Bank report, using categories of analysis based on the dimensions of coloniality. The results indicate that both the BNCC and the World Bank report reflect and reinforce the dynamics of coloniality, manifesting itself in curricular standardization, exclusion of plural epistemologies, and dehumanization of racialized subjects. These policies prioritize a utilitarian and neoliberal logic, neglecting cultural and social diversities and reinforcing historical inequalities. It is concluded that there is a need to reevaluate curricular policies, including Afro-Brazilian, indigenous and quilombola knowledge, and to build regional curricula that respect cultural and social specificities. It is recommended the implementation of public policies that promote social justice and cultural diversity, in addition to the adoption of decolonial pedagogical practices. The transformation of the educational field involves valuing the plurality of knowledge and cultures, promoting critical citizenship and building a fairer and more inclusive society.

CONCEPÇÕES ACERCA DO ENSINO-APRENDIZAGEM DE PROBABILIDADE E ESTATÍSTICA

This article discusses conceptions regarding the teaching and learning of Probability and Statistics, emphasizing their relevance in shaping critical citizens capable of interpreting data in everyday life. It highlights that the teaching of these topics, included in the Brazilian curriculum through the National Curricular Parameters in 1997, still faces significant challenges, such as difficulties in understanding Mathematics as a language and a limited focus on exam preparation. This work aims to promote statistical literacy through pedagogical activities that involve reading, interpreting, and critically analyzing data in various formats. Similarly, solving realworld problems is recommended to stimulate creative strategies and reflections on the impacts of data-driven decisions. Moreover, the teacher’s role is central, requiring the integration of reading, writing, and argumentation practices in teaching. It is concluded that the critical and contextualized integration of Probability and Statistics into basic education is essential to prepare students to autonomously engage with statistical language and its social implications.

Conceptualisations of Citizenship among Educational Stakeholders in Newly Independent Madagascar

After independence from France in 1960, there were different views on how to educate newly independent Malagasy citizens. This article asks what kinds of citizenship was to be promoted and to whom should Malagasies learn to be loyal as citizens of their village, the newly independent nation, and a global world. Through a framework for critical citizenship education and perspectives on citizenship and transloyalities, this article analyses national, international, public, and private (religious) conceptualizations of citizenship education post-independence. The analysis is based on four reports: a 1960 Protestant conference report, a 1963 UNESCO mission report, a government document from 1964, and a 1968 report from a student organization conference. The analysis reveals that different stakeholders within newly independent Malagasy education promoted different conceptualizations of citizenship, some more critical than others.

Are competent citizens critical democrats? Political resources and evaluations of democratic institutions

ABSTRACT This article examines how cognitive resources such as internal efficacy and political knowledge relate to citizens’ ability to evaluate democratic institutions. Using original survey data from the United States (N = 1093), we find, first, that internal efficacy is associated with more positive assessments of democratic institutions in general. Conversely, political knowledge is associated with more discriminating assessments of specific institutions. Third, political knowledge moderates the positive impact of internal efficacy. Finally, while partisan and ideological reasoning are present in citizens’ evaluations of democracy, greater political knowledge is associated with more nuanced assessments of democratic institutions across parties and ideological orientations. These results suggest that increasing cognitive resources can contribute to the development of critical citizens capable of identifying undemocratic features of their political systems.

Implementation of citizenship education policies in a Chilean secondary school: The role of new leaders

This study explored the relationship between school leadership and the implementation of citizenship education (CE) in a Chilean public secondary school, in the context of different reforms in this area, which generate contradictions around the type of curriculum to be implemented, ranging from minimalist versions focused on civic education, to maximalist versions focused on active and critical citizenship. Among them, Law 20.911 (2016) stands out, which establishes that each school must have a citizenship education plan. A case study is presented in a borough where the local policy (municipality) incorporated leaderships that work full time to coordinate and implement CE in each of the schools of the borough, a novel initiative in the national context. An institutional ethnography was developed, which examines the relationship between what is institutionally defined at different levels and its implementation, exploring how CE operates from the perspective of the different actors and recognizing their power to translate policy into action. Institutional documents were reviewed, interviews were conducted with educational actors and classes and other formative instances were observed during a school year. The results show the challenges that leaders must face: the articulation between the municipal and school levels for the implementation of CE; the tension between accountability and the focus on the pedagogical meaning of CE; the reconciliation of different notions about CE within the school; and difficulties to involve the teaching staff in the implementation of CE, and to articulate CE with other school subjects, incorporating it into the curriculum.

Cultural heritage and iconic elements for history education: a study with primary education prospective teachers in Spain

Cultural heritage, both in its tangible and intangible dimensions, is a very influential element that is closely connected with history education and with identity-building. The present study seeks to identify the cultural iconic elements that pre-service social science educators associate with the history of Spain, as well as their sources of information. A semi-structured questionnaire was administered to 668 prospective teachers of four Spanish regions who were enroled in bachelor’s degrees in primary education. Participants were asked to spontaneously name the four iconic elements (monuments, works of art, places, festivities, traditions, etc.) that they considered the most representative of Spanish history. Finally, they were asked about the sources of information that they used in order to gain knowledge about these elements. Results revealed that some iconic elements connected with cultural and historical heritage were predominant in the collective consciousness of trainee teachers. Furthermore, while the influence of school was noticeable, an even stronger influence of the social context and families was detected in their selection. Results suggest that the educational potential of cultural icons that are familiar to learners should be used in initial teacher training and history education. This would allow prospective teachers to promote engagement and develop an understanding of historical multiperspectivity among their students, fostering critical citizenship.

Representación social de la población indígena en los currículos de Colombia, Ecuador y Chile

Introduction. One of the main tensions faced by modern educational systems is their ability to train critical citizens without losing sight of their specific cultural origins. Objective. This study analyzes how indigenous populations are socially represented in the curricula of Colombia, Chile, and Ecuador. Methodology. This study employed qualitative research to critically examined curricula of Colombia, Chile, and Ecuador. The categorical analysis focused on evaluating representation of indigenous people as social subjects and their identity. The selected analysis corpus is justified as it explicitly outlines the curricular objectives to be developed within the levels of compulsory school education and makes explicit the skills, attitudes, and levels of achievement throughout the compulsory education cycle. Results. The analysis reveals inconsistencies in the programmatic configuration, the stated pluralistic and intercultural purposes are not concretely addressed but are instead treated as thelos to reach. This situation prevents valorizing the indigenous subjects as active participants in sociohistorical dynamics. Conclusion. Transforming curricula must necessarily begin with developing acts of social and individual reflexivity regarding the objectives, indicators, and didactic strategies implemented in intercultural classrooms, as well as their alignment with the stated principles.

BASE NACIONAL COMUM CURRICULAR (BNCC): PERSPECTIVAS PARA A INTEGRAÇÃO DA EDUCAÇÃO AMBIENTAL NO CURRÍCULO ESCOLAR

This research aimed to analyze the perspectives of the integration of Environmental Education in the school curriculum through the National Common Curriculum Base (BNCC), focusing on the promotion of sustainability and the development of a critical and responsible citizenship. The methodology adopted was the bibliographic research, which involved the review of official documents of the BNCC, academic articles and specialized books on Environmental Education and sustainability, allowing a deep understanding of the relationship between the BNCC and the environmental theme. The results indicated that the BNCC, by treating sustainability as a transversal axis, offers an interdisciplinary approach that connects environmental issues to various areas of knowledge, promoting a holistic view of sustainability. In addition, it was identified that the effective implementation of Environmental Education depends on the continuous training of teachers and the engagement of school communities. In conclusion, the research highlighted the importance of the BNCC in the formation of conscious and critical citizens, capable of acting responsibly in relation to the environment, and highlighted the need for a constant effort to ensure that Environmental Education becomes an integral part of the pedagogical practice in Brazilian schools, contributing to the construction of a more sustainable society.

Common open source WebGIS platform for spatial and non-spatial data to enhance health services in Sri Lanka

This study explores the transformative potential and current limitations of Geographic Information Systems (GIS) in the context of Sri Lanka's health sector and broader development initiatives. Despite the global GIS market's expected growth to billions by 2025, driven by its adoption in infrastructure, urban planning, and the integration with emerging technologies, its application in critical areas such as public health, disaster management, and citizen services remains underutilized. This underutilization stems from a lack of ground-level information, limited knowledge of GIS capabilities, restricted access to essential geospatial data, and the high cost of GIS software. This paper discusses the significant hurdles in obtaining updated and comprehensive citizen, household, and health-related information, which impedes effective planning and decision-making within the health sector of Sri Lanka. It further examines the initiatives by the Ministry of Health, supported by the Asian Development Bank, to implement a GIS-based Health Mapping System focused on infrastructure and inventory management of health facilities, yet lacking in integrating critical citizen data for demand analysis of health services. The study underscores the necessity for a comprehensive "Geographical Citizen Information System for the Health Sector in Sri Lanka" akin to those in developed countries, to host, process, and analyze spatial and non-spatial information for enhanced policymaking and development planning. Through an analysis of current challenges and the exploration of potential solutions, this paper advocates for an integrated approach to harness the full capabilities of GIS technologies, thereby enabling more informed and effective governance in Sri Lanka’s Health sector.

Does Perception Determine Knowledge? Evaluation of the Implementation of Historical Thinking as a Factor for Socio-Cultural Sustainability

Historical thinking plays a key role in the education of critical citizens who are committed to the world in which they live. Socio-cultural sustainability promotes respect for one’s own cultural roots (and those of others), averts the consequences of cultural homogenisation and fosters identification with fundamental values and human rights. The main objective of this study is to analyse the consistency between the perception of teaching–learning processes and the historical knowledge of secondary school students following the implementation of a teaching unit based on the methodological theory of historical thinking. A quasi-experimental design with a non-equivalent control group was applied to 93 baccalaureate students (16–18 years of age) from the Region of Murcia (Spain). Two teaching units with different methodologies (experimental and control) were developed and compared. The results show a moderate degree of consistency between perceptions and knowledge in some variables in the analysis of the experimental group. Thus, it can be stated that historical thinking as a methodological theory contributes to promoting the idea of multiculturalism and has good academic results in terms of historical learning. In conclusion, the role of historical thinking as an influential factor in the perception and acquisition of knowledge is clear. In addition, it helps to preserve socio-cultural sustainability via community participation, the promotion of social justice and respect for other cultures.

Teachers' perceptions of critical thinking and mathematical literacy in main school PISA 2022 regional survey Yogyakarta, Indonesia

To form critical citizens, integrating critical thinking into the school curriculum is a must. Critical thinking is considered a vital skill that can help students tackle problems effectively, improve academic achievement and develop rational thinking. However, there is no agreement among teachers on the definition of this concept or the best way to train students to apply it, especially at the basic education level. Therefore, through a qualitative research approach, this study aims to uncover the views of junior secondary school teachers in the PISA 2022 Main Survey in Yogyakarta, Indonesia, regarding the concept of critical thinking and Mathematical Literacy. Six teachers working in the three schools that were the subject of this survey were interviewed using a semi-structured interview method. Through thematic analysis, this study sought to identify, analyze and report the main findings from the interviews. The results showed that the teachers recognized the importance of reasoning mapping, group discussions and active learning as practices that promote critical thinking and mathematical literacy among students. Although they had previously been exposed to these concepts through project-based learning and 'Philosophy for Kids', they indicated the need for further support through peer learning and the implementation of the 'Philosophy for Kids'.

ALFABETIZAÇÃO E LETRAMENTO: ASPECTOS DA PRÁTICA DOCENTE NAS SÉRIES INICIAIS

The literacy process is an extremely important and fundamental stage for the student’s social and educational integration, especially in contexts where written language is widely valued. This study aims to contribute to the understanding of literacy methods for children in the initial grades of elementary school. The central objective is to analyze the literacy process from the perspective of pedagogical practices, seeking to understand the factors that lead to school failure. To achieve this objective, we used a theoretical foundation based on authors such as Silva e Silva (2018), Santi (2014), Barbosa (2013), Demo (2007), Kleiman (2007), Arelaro (2015), Rego ( 2016), Oliveira (2012), Mello (2015), Mortatti (2016), among others. The methodology adopted was qualitative, involving exploratory reading and selection of relevant materials, with the aim of organizing and synthesizing ideas in order of relevance, facilitating the identification of the essential elements for solving the research problem. Literacy and literacy are complementary processes, and it is essential that innovative pedagogical practices emerge that promote the continuous qualification of literacy teachers. This, in turn, must be in constant development, aware of its responsibility in forming critical citizens committed to society. The study considers that literacy and literacy are distinct, but integrated and interdependent methods, both fundamental for the acquisition of reading and writing by students.

The Democracy I Like: Perceptions of Democracy and Opposition to Democratic Backsliding

Abstract When democracy is under attack, the hope is often that citizens will punish undemocratic incumbents. However, recent studies show that not all citizens punish governments for their undemocratic actions. In this article, we argue that citizens' understanding of and satisfaction with democracy are sources of heterogeneous reactions. In a survey experiment conducted in Germany and Poland, we show that the importance that citizens attach to specific institutions under threat, as well as their understanding of democracy, can explain much of the variance in citizens' responses to undemocratic actions. Citizens are willing to defend what they consider important for democracy – regardless of whether this reflects theoretical conceptions of democracy. Moreover, in times of democratic backsliding, Polish ‘critical citizens’, those who are dissatisfied with the way democracy works in Poland, are more likely to punish governments for undemocratic actions. Our findings help us understand how to increase citizens' resilience against democratic backsliding.

Educação e currículo – Um olhar analítico e crítico

The article "Education and Curriculum: A Critical Look" analyzes the evolution of the educational curriculum, highlighting its interrelationship with social, political, and economic contexts. Through a historical approach, the text examines the transformation of the curriculum from ancient educational practices, such as the trivium and quadrivium, to contemporary proposals that defend an integrated and holistic view of the curriculum. Critical pedagogy is emphasized as a tool to challenge the limitations of traditional education, proposing an inclusive education that promotes social justice. The article concludes that the democratization of the school and the formation of critical citizens will only be possible through a curriculum that integrates theoretical and practical knowledge, elaborated with the active participation of society.

Leitura e escrita acadêmica na formação inicial de professores: Que letramentos?

From a historical perspective on the initial training of teachers in Brazil, a survey of research developed was carried out, locating in articles published in the last two decades the modes of functioning of the school institution, in the continuous movement of learning-teaching-learning reading and academic writing. Historically, Brazil has presented many difficulties in universalizing the learning of reading and writing in a socially significant way. In the direction of the formation of the critical citizen, we discuss the difficulties to make academic reading and writing effective as processes of forming and transforming the condition of citizenship of the Brazilian population. Proceeding with a qualitative approach, the articulation between the lines of investigation of the selected studies, which focused on teacher training, teaching work and the construction of a teacher's professional identity, were analyzed in the defense that being a teacher is to develop a work based on a solid specific training and that initial training courses should also be concerned with teacher professionalization (Nóvoa, 2017). In the case of initial training, it should allow students to go through teaching and learning experiences that are based on the use and reflection of the characteristics of academic writing, so that future teachers know how to deal with the prescriptions inherent to their work context and document their experiences, as the written record becomes part of a routine developed since initial training when the triad reading is adopted, analysis and production of academic texts as a formative and evaluative principle. In this sense, the analyses carried out reveal that academic literacy should permeate the entire initial training of teachers, with objective prescriptions, considering the autonomy of the trainer to plan and replan his classes coherently with his didactic-methodological choices (Mizukami, 2005-2006; 2000), in a political and pedagogical project committed to an education linked to more assertive teaching practices (Gatti, 2014; André et. al., 2010), with academic writing as one of the constitutive elements of a socially referenced quality education.