Citizenship Education in Latin America: Priorities of School Curricula. IBE Working Papers on Curriculum Issues No. 14

Autor/inn/en	Cox, Cristián; Bascopé, Martín; Castillo, Juan Carlos; Miranda, Daniel; Bonhomme, Macarena
Institution	International Bureau of Education (IBE) (Switzerland)
Titel	Citizenship Education in Latin America: Priorities of School Curricula. IBE Working Papers on Curriculum Issues No. 14
Quelle	(2015), (42 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Citizenship Education; Curriculum; Comparative Analysis; Civics; Elementary Secondary Education; Democratic Values; Content Analysis; Political Issues; Curriculum Development; Beliefs; Grade 8; Student Attitudes; Social Influences; History Instruction; Social Studies; Ethics; Civil Rights; Citizenship Responsibility; Cultural Pluralism; Chile; Colombia; Dominican Republic; Guatemala; Mexico; Paraguay + Suchen Sie Ihr Suchwort? Ausland; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Curricula; Lehrplan; Rahmenplan; Staatsbürgerkunde; Inhaltsanalyse; Politischer Faktor; Curriculum; Development; Curriculumentwicklung; Entwicklung; Belief; Glaube; School year 08; 8. Schuljahr; Schuljahr 08; Schülerverhalten; Sozialer Einfluss; History lessons; Geschichtsunterricht; Gemeinschaftskunde; Ethik; Bürgerrechte; Grundrechte; Zivilrecht; Kulturpluralismus; Kolumbien; Dominikanische Republik; Mexiko
Abstract	What are the key contents related to democratic life in the curricula of civic and citizenship education in Latin American countries? What values and dimensions are most emphasized? This document summarizes the results of a comparative analysis of civic/citizenship curricula for primary and secondary education in six Latin American countries (Colombia, Chile, the Dominican Republic, Guatemala, Mexico and Paraguay) that participated in the International Civic and Citizenship Study (ICCS-2009) conducted by International Association for the Evaluation of Educational Achievement (IEA). The document comprises four parts. The first section takes stock of the state of democratic belief in the region, drawing upon the most significant opinion studies of the past decade, so as to offer broader meaning bases for curriculum analysis and, more generally, for educational work in the field of citizenship. The second section describes the organizational (or structural) characteristics of the curricula of the six countries and presents a framework of categories for their comparative analysis. The subsequent section describes and analyses the contents of the six curricula examined and how they deal with the values, institutions and citizenship relations in their civic (political) and civil (coexistence) dimensions. On the basis of the most significant findings, the closing section includes some reflections regarding curriculum development with regard to citizenship. A list of the official curriculum documents of the six countries included in the analysis is provided in an annex. A bibliography is included. (ERIC).
Anmerkungen	UNESCO International Bureau of Education. C.P. 199, 1211 Geneva 20, Switzerland. Tel: +41-22-917-78-00; Fax: +41-22-917-78-01; Web site: http://www.ibe.unesco.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01