Democratic Coexistence Research Articles

DEMOCRATIC EDUCATION: IMPLICATIONS FOR TEACHING WORK

The school curriculum plays a fundamental role in the civic education of students, directly influencing their skills and social values. Through formal education, the curriculum contributes to the development of critical, reflective and participatory skills, necessary for conscious action in society. Civic education involves not only theoretical knowledge, but also the construction of practices and attitudes that promote democratic coexistence and respect for diversity. Thus, education focused on citizenship must consider cultural, ethical and political aspects, promoting the active engagement of students. The general objective of this article is to analyze how the school curriculum contributes to the civic education of students. The specific objectives are: - to identify the pedagogical practices present in the curriculum that foster citizenship; - to verify the presence of content that encourages critical thinking and social participation; - to evaluate the importance of interdisciplinarity in the construction of a civic education. The research problem that guides this study is: In what way does the school curriculum contribute to the civic education of students? The methodology used was bibliographic, based on a literature review of works that address the relationship between school curriculum and citizenship. The results indicate that a curriculum that integrates democratic principles, social values, and practices of mutual respect favors the development of critical and participatory citizens. The discussion reinforces the need for an interdisciplinary approach that takes into account the diversity and multiple realities of students. It is concluded that the school curriculum must be constantly reviewed and adapted to meet social demands and to educate individuals capable of acting ethically and responsibly in society, fully exercising their rights and duties as citizens.

Educar en memoria histórica y democrática a través de la educación patrimonial: el antipatrimonio

A decade ago we began a line of research on historical memory education that we have linked through controversial heritages with our work on heritage education, since heritage can be a carrier of memories of a conflictive nature. This article aims to be a review of the results of our research in this regard, proposing what heritage education can contribute, through anti-heritage, to the why, what and how of teaching historical memory, singularly in our country, but not exclusively. The relevant socio-environmental problems with which anti-heritage connects are linked to negative social values, discordant with democracy, human rights, peace and non-violence, hence its didactic potential for controversy, but also its difficulties for teaching and the learning; we will focus on disciplinary, didactic, curricular, textbooks and the development of critical thinking in students. Such difficulties and limitations have led many teachers, especially in our country, to choose to avoid teaching memory in formal education. Therefore, it is very necessary to introduce significant changes in the official curriculum and textbooks, but it is essential to improve classroom practices, because teachers have not been taught how to teach these topics. This training will help students learn critical thinking skills and educate themselves as citizens committed to the defense of Human Rights, peace and democratic coexistence.

OpenMind Handbook. A System of Design Tools and Processes to Empower Democracy Culture in Primary Schools

In this historical moment, the controversial reorganisation of the Italian education system is raising the necessity to reflect on the responsibility of education in defining more resilient societies. Primary schools are the first place where children can actively experience the dynamics of democratic coexistence, developing their relationship with society through a process of long-term encounters. Nowadays, students not only need to acquire basic skills but, above all, to address emerging social issues through education in terms of democratic culture, equality, sharing and collaboration. The research investigated how Service Design can activate participatory processes that can foster the co-creation of educational experiences aimed at raising awareness of social coexistence and democratic participation. OpenMind Handbook is a project that facilitates the implementation of new educational experiences and increases social relationships, enabling the involvement of the educational community within a long-term action process.

FORMING OF RESPONSIBILITY IN CHILDREN OF OLDER PRE-SCHOOL AGE BY MEANS OF FICTION LITERATURE

A civilized society sets requirements for the democratic coexistence of persons who possess moral values, benefit society and develop their own abilities. An important characteristic of a person is responsibility, which is formed as a result of the integration of thought processes, social norms, personal attitude in solving dilemmas in life. Responsibility as a child’s conscious behavior in relation to people and nature begins to develop in the period of older preschool age. Independent thinking in judgments acquires logic and a personal attitude to reality. In the pursuit of social activity, children imitate the behavior of significant adults, heroes of their favorite films, cartoons, and works of art. Educators and parents are faced with the task of developing the philosophy of children's worldview through conducting moral and ethical discussions. Our survey of children’ parents with special needs showed a low level of parents’ and educators’ attention to the education of responsibility (4%) compared to other personal qualities (discipline ‑ 18%, ability to adapt to life ‑ 20%, respect to parents ‑ 14%, etc.). This indicates the need to conduct special educational activities that compensate for gaps in value orientations. Emphasis has also been shifted in the education of executive responsibility as opposed to initiative responsibility (75% : 25%), which gives reasons to look for new ways in organizing the interaction of participants in the educational process, to use moral and ethical conversations, to study educational children's literature, in particular, the works of V. Sukhomlynskyi (2018), which became the goal of our scientific exploration. Examples of artistic works and developed problematic questions and tasks for educational work with children of older preschool age in the conditions of a preschool education institution are given.

The impact of inclusive cultures on improving democratic coexistence in schools

The impact of inclusive cultures on improving democratic coexistence in schools

Putting Education Back at the Center: Some Reflections and Proposals on the Italian Situation

In this article, I address issues of inequality in Italy and, in particular, the role that education can play in fighting inequality. Moving beyond the nevertheless real problem of the scarcity of funds allocated by the Italian governments to education, I focus on the objectives that should inform spending criteria, thus emphasizing the importance of truly inclusive education, achievable through an ambitious path of comprehensive and incisive reforms. A country that does not excel in the civic sense and that for some scholars is even becoming less civilized, Italy should put education back at the center not only as a matter of social justice, but also to avert decline and improve the quality of its democratic coexistence.
 
 Received: 22 February 2023 / Accepted: 27 April 2023 / Published: 5 May 2023

Das Potenzial der Literatur für Selbst- und Welt- reflexion im Fremdsprachenunterricht

The Corona pandemic has highlighted the consequences of individuals remaining in filter bubbles, in which background assumptions and subjective value systems are not recognised as such and are thus neither evaluated nor reflected upon. However, mutual understanding, or at least the willingness to engage with other perspectives, is the basis for our democratic coexistence. This article addresses the question of how the use of literature in the foreign-language classroom can contribute to stimulating the students’ self-reflection and reflection on the world. It discusses an understanding of the EFL classroom as an irritation-friendly space, in which the potential of literature can be explored through a changed view of the learners. It also argues for the consideration of the developmental tasks of adolescence as text selection criteria. Finally, it explores a comparison of the didactics of Fremdverstehen and a pedagogy of discomfort.

Bullying and School Coexistence in the Return to Class of Primary School Students after the COVID-19 Pandemic: Evidence Collected in Peru

Bullying is a public health problem widely discussed by both academics and education professionals. It is a permanent behaviour of violence that could be physical, verbal, psychological and even sexual, which discredits the victim and places him/her in a situation of fragility in his/her environment. The objectives of this research were to determine the levels of bulling (and its dimensions); to determine the levels of school coexistence (and its dimensions); and finally to analyse the relationship between bullying and school coexistence (and its dimensions) in an educational institution located in Cajamarca, Peru in the first year back to school after the pandemic caused by COVID-19. The study presented a quantitative approach, with a descriptive and correlational level, and a non-experimental design. According to the literature explored, bullying has 4 dimensions (physical bullying, verbal bullying, sexual bullying and psychological bullying), while school coexistence has 3 dimensions (inclusive coexistence, democratic coexistence and peaceful coexistence). The population consisted of 120 students in the sixth grade of primary education, of both sexes, from a school located in Cajamarca, in northern Peru. Two instruments were used: the school bullying questionnaire (with 56 items) and the school coexistence questionnaire (with 37 items). Both instruments showed validity and reliability after being tested. Among the results, it was observed that most of the schoolchildren presented bullying at low level (57.5%), followed by medium level (22.5%) and high level (20.0%); on the other hand, regarding the school coexistence variable, the low level was 36.0%, the medium level 53.0% and the high level 11.0%. Finally, it was determined that bullying is significantly related to school coexistence (p. < 0.001); as for the intensity of the correlation, it is negative and moderate (r = -0.551), the greater the bullying in school contexts, the lower the school coexistence in this space.
 
 Received: 11 November 2022 / Accepted: 12 February 2023 / Published: 5 March 2023

APONTAMENTOS TEÓRICOS PARA A CONSTRUÇÃO DE COLETIVOS MULTITUDINÁRIOS

This article aims to understand how university student collectives organize themselves based on strategies, struggles, resistance and biopolitical production. Of a theoretical nature, we resorted mainly to the concepts of multitude, common and immaterial work elaborated by Antonio Negri and Michael Hardt. Such theoretical assumptions help us to understand the configuration and organization of these new clusters. What was evidenced based on what was built during the theoretical path undertaken in the present work was the emergence of new forms of collective production that enable an environment of plural and democratic coexistence and whose purpose is the production of the common.

Citizenship Education in Higher Education as a Support for Democracy and Educational Quality

The purpose of this essay is to support the need to address citizenship education as a transversal axis in the integral or holistic training of the professionals of today, contributing to human development for peaceful and democratic coexistence, promoting the construction of citizens with ethical values, respectful of the common good and the public sphere. The method used consisted of argumentative criticism based on documentary analysis, considering the approach to the problem (introduction), the development (arguments) and the conclusions that have been inferred. The results and conclusions were that the development of citizenship competencies should be addressed throughout the different curricular experiences or subjects of a given professional career, creating spaces for learning experiences with the purpose of forming integral professionals: probity, commitment to social reality, strengthening and consolidation of democracy, professionals capable of transcending technocratic pragmatism, interested in participating in politics with ethical solvency, capable of building social relations marked by respect for the individual, equality, a sense of justice and the common good.

El cultivo de una lectura ecuánime para la ciudadanía

The article reflects on the practical possibilities of applying narrative to an emotional education program aimed at promoting democratic coexistence. The research from which this article arises has sought to identify criteria for selecting stories according to the idea that the adequacy of literature for citizen education purposes is not necessarily in a text but in the way of reading it. This way of reading, which is chosen to be called "equable reading", is inspired by the work of Wayne Booth, who redefines the so-called ethical criticism, going from being a judgment about a work to being a dialogue about its qualities. In this sense, the criterion ceases to be a static list of the type of works to be addressed, to focus on the characteristics that dialogue should have in communities of readers.

School administrators’ perceptions of democratic coexistence in Catalan schools: An analytical study

In democratic societies, education should help build a participative, critical and responsible citizenry and therefore promote the role of schools as settings where students learn democratic coexistence. With the study reported on here we aimed to analyse how coexistence is fostered in classrooms and schools, as well as the possible synergy between schools’ efforts to educate in democratic coexistence, and the children’s social participation in their setting. To do so, we focused on the perspective of 476 school administrators at schools in Catalonia (Spain) based on an ad-hoc questionnaire comprised of 22 items on a Likert scale. The results reflect settings that value democratic coexistence at school and in society, although when we delved a bit deeper, we found aspects that still required more work. Actions that should be the focal point in the immediate future include developing more innovative educational strategies, training the administrators and enlisting students’ participation in running the schools.

FORMAÇÃO DE PROFESSORES E VALORES ESSENCIAIS À EDUCAÇÃO EM UMA SOCIEDADE DEMOCRÁTICA

ABSTRACT In order to help students’ development, it is important for teachers to achieve autonomy. Teacher training can stimulate experiences that favor adherence to justice, respect, solidarity and democratic coexistence. This study investigates whether the quality of training - initial and continuing - of teachers in the Final Years of Elementary School, in , is related to adherence to essential values for moral education. total of 260 professors, aged 23 to 70, mostly women, participated. The following were used: (a) Teacher Profile Questionnaire, (b) IEQ, (c) CEQ and (d) SMVS. The following were performed: (a) cluster analysis, (b) ANOVAS and (c) Kruskal-Wallis. Teachers showed greater adherence to justice and democratic coexistence; minor to respect. For justice, there was a difference between high and low quality continuing education. High quality continuing education can promote adherence to values. It is important that training initiatives address values in a non-dogmatic way, promoting dialogue and criticism.

Radikale Demokratiebildung

Abstract Radical Democracy Education In the article, the question of the form of democratic education is central. Especially the Anthropocene gives rise to future tasks that must be theorized on the basis of a more radical understanding of democratic coexistence and that require a new form of democratic education. Fundamental to this is a change in the basic epistemological assumptions of democratic education. In the process, interfaces with artistic practices emerge. Ideas of methodical implementations arise in the context of aesthetic practices.

Teaching Socio-Emotional Competencies Among Primary School Students: Improving Conflict Resolution and Promoting Democratic Co-existence in Schools.

Teaching socio-emotional skills among primary school students is the key to creating a climate of cooperation in classrooms and reducing disruptive or aggressive behaviors among students. The primary goal of this research is to present an educational proposal for imparting socio-emotional competencies among primary school students. We attempt to impart socio-emotional competencies based on: (1) fostering self-knowledge, self-esteem, and respect for others among students; (2) developing behaviors that allow them to perceive and express feelings and self-regulating emotions; and (3) developing assertive communication skills aimed at improving conflict resolution. This program has been designed in such a way that it is implemented throughout the academic year by organizing bi-monthly sessions of 45 min each, held until the completion of 15 sessions. The sample consists of 100 students in the third grade, with the control and experimental groups having an equal number of students (50 each). The instruments used for this research are: (a) BarOn Emotional Quotient Inventory (Youth Version [BarOn EQ-i:YV]): used for measuring emotional and social functioning; (b) the Matson Evaluation of Social Skills with Youngsters (MESSY): used for assessing social skills; and (c) Questionnaire for the Assessment of School Violence in Preschool and Primary School Questionnaire. To check the effectiveness of the educational intervention, a quasi-experimental design, along with pretest-posttest control group design, is used in accordance with the general linear model. Its effectiveness is also checked using repeated measures analysis of variance. The results show that the program is useful in preventing violent behaviors in the educational field and promoting the development of socio-emotional skills among third grade students. Finally, the applicability of the program to other educational contexts is discussed to enhance students' personal development and decrease the levels of violence found in primary school.

Democratic coexistence in a world of interculturality

This work presents reviews of articles and different writings on Interculturality and democratic coexistence, according to the vision of different authors and is it aimed at high school students and educational professionals. The data was taken from different publications, mainly from indexed journals, which has we allowed us to carry out documented research, which allowed us to conceive a new way of seeing the process of interculturality within an unequal society with a high degree of inequity that it seeks desperately a change and the establishment of a true democratic coexistence, with citizens who are participants in the common good, equality, equity, mutual aid, the culture of peace and quality of life and it is through education that it can be carried out.

Educación, justicia social y multiculturalismo: teoría y práctica en el aula

Pasados casi cincuenta años desde que apareciera el término “educación multicultural” en Estados Unidos, este trabajo va destinado a mostrar, tras la revisión de la literatura más reciente aparecida en revistas internacionales y editoriales de prestigio, la actual tendencia a vincularla a la consecución de la justicia social, conllevando cuestionamientos acerca del poder y el privilegio y una rebelión contra la opresión que sufren diferentes grupos sociales dentro del sistema hegemónico establecido, e incluimos un ejemplo de implementación en el aula que consideramos muy clarificador. Estos planteamientos impulsan un nuevo tipo de docente que, otorgando un gran valor al diálogo y a la participación del alumnado, le da oportunidades en sus clases para comprometerse con luchas contra la discriminación, unir los valores éticos con acciones políticas, y aplicar ideas de justicia, autonomía y reciprocidad. Concluimos haciendo hincapié en la necesidad de desarrollar este enfoque de la educación dirigido a una transformación social en aras de valores como el respeto activo, la libertad, la equidad y la justicia social y que reconoce la diversidad humana como normalidad; más aun teniendo presente el aumento drástico de la desigualdad económica, social y cultural a nivel mundial que suele provocar sentimientos de humillación y de falta de respeto en los grupos desfavorecidos, caldo de cultivo para impedir una convivencia pacífica democrática.

Desmitificando la violencia escolar: un análisis crítico de las representaciones

(analítico) El artículo se desprende de una investigación dedicada al análisis crítico de lo que suele ser referenciado como violencia escolar. La misma fue realizada en tres escuelas secundarias de la ciudad de La Plata, Argentina, entre los años 2011 y 2018 y pretende evidenciar, entre otras cuestiones, la influencia de los imaginarios sociales negativos sobre el modo en que los educadores suelen intervenir en la resolución de conflictos considerados (por ellos mismos) como violentos. Para llevar adelante esta tarea, se optó por una metodología de tipo cualitativa nutrida por el análisis de testimonios y el relevamiento de bibliografía especializada. La conclusión invita a repensar el lugar de la educación secundaria en la contención y el redireccionamiento de la violencia hacia una convivencia pacífica y democrática.

AGGRESSIVE SCHOOL COMMUNITIES: TRANSFORMATION OF COEXISTENCE THROUGH ARTIVIST EDUCATION METHODS

The coexistence allows the adaptation of the aggressors and assaulted in school communities through artistic interaction techniques. Due to its transformational value, artivist education allows students to be involved in raising awareness of their environment as well as themselves. For this reason, the interest of the research was to determine the benefits of artivism in school coexistence. Three studies based on sustainability, school exchange and meaning analysis were carried out in 80 fifth and sixth grade primary students. Measurement scales and the log of experiences were used, from whose data it was obtained that there was greater sustainability of direct and democratic coexistence from the fourth month of experimentation with activities based on artivist education (Experiment 1), as well as effects on school exchange with greater emphasis on the democratic component (Experiment 2). The conclusions of the research invited to deduce that artivist education allowed coexistence to be made more sustainable through the strategies that subjects adopted from their peers, in turn, direct interaction allowed to propose a formative process of adaptation between assaulted and aggressors. As a contribution, the research highlights the adoption of new forms of student interaction with power groups to the extent of how and how they establish acceptability behaviors in the shared context. Keywords: Artivism, artivist education, democratic coexistence, direct coexistence, school communities.

Nuevas pedagogías artivistas para la educación: evidencias de la construcción de convivencias democráticas y aprendizajes cooperativos en contextos vulnerables

El objetivo del estudio es comprobar los efectos de pedagogías artivistas en la convivencia democrática y los aprendizajes cooperativos en escolares de contextos vulnerables. El enfoque fue cuantitativo, de diseño experimental. Se estructuraron dos experimentos con muestras experimentales de: a) 85 estudiantes de cuarto a sexto grado de educación primaria, b) 65 de sexto grado de educación primaria. Se halló que: 1) la pedagogía artivista popular basada en aspectos culturales (problemas y folklore) desarrolla la convivencia democrática en contextos vulnerables, y 2) la pedagogía basada en dáctilo pintura teatral desarrolla los aprendizajes cooperativos de forma significativa y sus dimensiones, aunque la interacción individual es un aspecto complejo de desarrollar. Por tanto, se determinó que la pedagogía artivista popular y la experiencia de dáctilo pintura teatral son pedagogías útiles para el desarrollo de la democracia y la cooperación para convivencias saludables en contextos de vulnerabilidad escolar.