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Em tempo de mutações rápidas e imprevisíveis da atual sociedade democrática do conhecimento e da conectividade em rede, surgem questões novas que trazem à escola um papel ativo na construção da identidade e no desenvolvimento da consciência cívica dos alunos, através da educação para a cidadania. Contudo, a educação para a cidadania nem sempre constitui um ato intrínseco à prática pedagógica dos docentes, ficando, por vezes, aquém do que é prescrito pelos documentos normativos e órgãos centrais. Nesse sentido, urge questionar, qual o conceito e as práticas de cidadania que se desenvolvem nas escolas? De que forma a escola de hoje contribui para o desenvolvimento de um ethos de cidadania com vista a um processo de desenvolvimento das identidades e da consciência cívica dos alunos? Que lideranças de escola são representativas de uma “escola cidadã”? Como constroem e vivenciam os alunos a ideia de cidadania? A presente investigação pretende compreender como é que a escola, em si mesma, se desvela como um espaço e um tempo de promoção de cidadania e como se organiza para o desenvolvimento pessoal e cívico dos alunos, ao nível da disciplina de Cidadania e Desenvolvimento. Nesse sentido, o estudo visa perceber que impacto as estratégias pedagógicas implementadas na Disciplina de Cidadania e Desenvolvimento tiveram nos vários atores educativos (alunos, professores), bem como se foram promotoras de aprendizagens de cidadania profícuas para os alunos. O estudo insere-se num paradigma, essencialmente, qualitativo e interpretativo, assumindo um pendor de investigação naturalista, tendo sido desenvolvido numa escola privada do distrito do Porto, com um grupo alvo de análise, para estudar as práticas ao nível da disciplina de Cidadania e Desenvolvimento, sendo uma turma do 5.º ano e duas turmas do 7.º ano e com os três diretores de turma/professores responsáveis pela disciplina de Cidadania e Desenvolvimento. Foram usadas duas técnicas de recolha de dados, nomeadamente, questionário (aplicado aos alunos) e entrevista (a 3 diretores de turma/professores).
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).
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).
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Educação para a cidadania Cidadania e desenvolvimento Escola Aluno cidadão do mundo e para o mundo Education for citizenship Citizenship and development School Student citizen of the world and for the world