Educar para a cidadania

: um olhar novo?

Abstract

In a time of rapid mutations and unpredictable changes in the current democratic society of knowledge and network connectivity, new questions arise that bring schools an active role in the construction of identity and the development of students civic awareness, through education for citizenship. However, citizenship education is not always an act intrinsic to the teaching practice of teachers, sometimes falling short of what is prescribed by normative documents and central bodies. In this sense, it is urgent to ask, what is the concept and practices of citizenship that are developed in schools? How does today's school contribute to the development of an ethos of citizenship with a view to a process of developing students identities and civic awareness of the students? Which school leaders are representative of a “citizen school”? How do students build and experience the idea of citizenship? The present investigation intends to understand how the school, in itself, reveals itself as a space and a time to promote citizenship and how it is organized for the personal and civic development of students, in terms of the subject of Citizenship and Development. In this sense, the study aims to realize the impact that the pedagogical strategies implemented in the Discipline of Citizenship and Development had on the various educational actors (students, teachers), as well as whether they were promoters of fruitful citizenship learning for students. The study is part of a paradigm, essentially, qualitative and interpretive, assuming a naturalistic research tendency, having been developed in a private school in the district of Porto, with a target group of analysis, to study the practices in the subject of Citizenship and Development, with a class from the 5th year and two classes from the 7th year and with the three class directors / teachers responsible for the subject of Citizenship and Development. Two techniques of data collection were used, namely, questionnaire (applied to students) and interview (to 3 class directors / teachers).

Date of Award	22 Jul 2020
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Ilídia Cabral (Supervisor)