Ciudadanía, Diversidad y Participación. Educar para la Participación Desdela Diversidad / Citizenship, Diversity, and Participation. Education for Diversity from Participation

Caridad Hernandez Sanchez

Resumo


Se intenta abordar en primer lugar la cuestión del Concepto de ciudadanía, pues de cómo se entiende la ciudadanía, qué comporta ese estatus y a quién se concede, seguirá la posibilidad o no de participación y qué tipo de participación se espera y promueve. En segundo lugar, atender la propuesta de Apostar por una ciudadanía ética, crítica, participativa y transformadora (P. Mata, tesis doctoral manuscrita, 2011), implica espacios y contextos que la hagan posible, donde se pueda ejercitar. Ambos, el concepto de ciudadanía e impulsar una participación activa, suponen retos importantes para la educación que debe contemplar también los obstáculos para lograrlo  y que a veces se agudizan ante la diversidad cultural de las aulas. Por otro lado, esos retos se amplían si entendemos que el mejor camino para aprender la participación ciudadana es practicarla, de forma consciente y reflexiva.

 

ABSTRACT: Firstly, it attempts to address the concept of citizenship status, how citizenship is understood, what are the implications of this status, and whom it is granted to. Afterwards, we discuss the possibility or not to participate and what kind of participation is expected and promoted. Secondly, pledging for an ethical, critical, participative and transformative citizenship (P. Mata, PhD dissertation manuscript, 2011) requires contexts to make it possible. The concept of citizenship and the active participation pose significant challenges. Among these challenges, there are the obstacles elicited from the classroom cultural diversity. On the other hand, these challenges increase also if we understand that the best way to learn is to practice citizenship participation in a conscious and reflective fashion.


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ISSN 2238-8346

 

Educação e Políticas em Debate (Education and Policy in Debate), is an electronic journal linked to the Line of Research State, Policy and Management in the Postgraduate Program of the Universidade Federal de Uberlândia. Its editorial policy recognizes the legitimacy of dissent, controversy, and diversity of concepts and theoretical frameworks as something proper and inherent to democratic spaces. Thus, the Journal’s philosophy, policies and practices are anchored on principles of plurality, freedom, and intellectual autonomy, prioritizing the effects and contributions of each singular production to the collective production of new syntheses and antitheses. It aims to provide researchers, teachers, and undergraduate and graduate students of national and international institutions dissemination of research results and new experiences, showing consistency, accuracy and originality in the approach to the subject. The thematic approaches propagated by the journal are primarily intended for Brazilian and foreign scholars and researchers in the field of educational policies, but also to others interested in the area of ​​education and the humanities in general.

 

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