"... an education for democracy
is training students
is training students
Claudio Arévalos Colonel
Under the Paraguayan Bicentennial Project (1811-2011) "Good Christian / Honored Citizen", we propose, Salesian educators reflect on education for citizenship in democratic life everyday [2] way to "raise awareness and commitment to an active and critical citizenship in all sectors of our educational communities." [3] For clear understanding, first of all, we must first define conceptually what we mean by "citizenship" and then, see how it fits the theme with the ideal of democratic life in the school learning environment.
For citizenship in the Greek conception, the term "participation" in public affairs of a "polis" (city), while for the Roman mentality, means the possession of a "rights and duties" to be guaranteed to members of a community. Thus, citizenship is the social relation that links together the members of a community that is manifested through participation in common affairs and membership of a particular community, where individuals have a number rights and duties that must be respected. Citizen is one / the one who is recognized September rights and duties that must be protected and guaranteed equal status, equal treatment, opportunity, participation and access to cultural, educational, economic social, political, etc.
We can say that education for citizenship aims to build social networks of participation, involvement, joint action and democratic coexistence. From this proposition we can draw some questions that will help us shape and substance to our discussion: What is the model of education / communication that encourages the exercise of active citizenship? What model of citizen we are committed to build? How democratic life is embodied in the school learning environment? How the school can promote accountability and active participation of students as effective preparation for citizen participation?
purpose of education and citizenship
citizenship education should train students to become competent citizens for human relations and responsible participation in building a democratic society, justice and solidarity, ie, it must ensure September knowledge, skills, values \u200b\u200band attitudes necessary for them to get involved and participate, civic-minded community, in an open, pluralistic and egalitarian. In this context, it must ask about the "role" to be played the school and teachers, training of young citizens, from the work they do in the classroom. Education "in" and "to" citizenship "in" and "from" the school educational environment, due mainly aim, first, the acquisition of social and personal skills necessary to participate actively in democratic life society, and moreover, reinforce social cohesion, sense of belonging to the local community, national, global / local.
dialogic education as a laboratory of democratic life
We know that education is the best instrument for promoting democratic habits among the citizens, but not all educational models facilitate the achievement of this objective because the education system itself may be instrument coercive interest in the service of political, ideological and economic, to maintain the status quo . An education that privileges the participatory process (not the contents or the results), authentic dialogue, [4] the meeting, interpersonal understanding, the inter-relationship and interaction, free self-expression personnel, cooperation and collaboration in synergy, it becomes optimal "training laboratory for democratic life."
educommunication, eminently plural socio proposal, process and discourse, the new educational paradigm is best suited to promote active citizenship, as it encourages, active listening, assertive relationship calm and emotionally mature, exercise of dialogue for understanding and acceptance of others, consideration of the student as an active partner, the experience of learning as a process of social construction or an inter-cooperative learning and use of new technologies such as cultural mediation for the construction of self , knowledge and personal expression.
active citizens, effective and accountable
A living school is one that educates citizens in the "participatory dialogue," not only "instructs students," but "as citizens" to a particular model of democratic, pluralistic and participatory. Clearly, therefore, that our practices and learning experiences must be democratic, respects diversity and essentially participatory. The methodology active, constructive and cooperative in the process of learning, support participatory epistemological Educommunication in the classroom, and that favors the construction of a relational identity. An active citizen, effective and accountable only arise in a relational context of reciprocity and participatory communication.
The practice of participatory communication in the classroom
When we talk of active citizenship must not limit it only to exercise the act of voting, this would be a way "Minimal" [5] to exercise citizenship. Active citizenship is embodied in participatory communication. Participation, and is a basic democratic right, is a fundamental human need and as such can not be regarded as marginal in the educational experience. Participatory communication is embodied in the dialogue, which is not reduced to "mere conversation," but primarily "means to place instead of another to understand their point of view, respect the opinions of others, accept the victory of the majority, communicate experiences, to share available information, tolerate lengthy discussions to reach an agreement satisfactory to all. " [6] When we speak of democracy in educational institutions we are referring specifically to freedom of expression, respect for the identity of others, making decisions collectively and consensus, respect and practice living standards governing social life, etc.
; For citizenship learning in the classroom
To educommunicative "in" and "for" active citizenship in democratic life "in" and "from" the school learning environment: " It is necessary to democratize the processes of communication present in the educational work with the firm intention to promote participation as a way always real and possible to create a communion of free and responsible persons " [7] . To improve educommunicative our practices in the school environment reflect on the following points:
1 - "I favor in the process of learning the expressive competence of students? Since citizenship is the right and the ability to say what one thinks and feels, or rather are normally represses the divergent thought and opinion?
2 - Is the methodology normally used in the learning process, promotes dialogue, active, creative and critical of the students, and I work only to transfer information way unidirectional or vertical?
3 - In my teaching practice invest more time in the transfer of content and information in the search for immediate results or give importance to the discussion process, confrontation, search consensus and shared decision making and business?
values \u200b\u200beducation and citizenship
A school "in" and "to" active citizenship, effective and responsible participation in democratic life should promote:
- prominence, participation and interaction in the learning process.
- Integration of linear thinking with intelligence distributed, shared, relational, social, emotional, creative, connective and hypertext.
- Freedom of expression of thought, opinion, sentiment and emotion.
- sense of belonging, constructive cooperation and local establishment.
[2] Education for citizenship in the school educational environment can be addressed from three perspectives, as' matter itself, integrated into the curriculum or as a transversal element "( Bisquerra R. (2008) , Education for Citizenship and Coexistence , Madrid, W. Kluwer, p. 38). I identify with the third paradigm.
[5] The "minimum citizenship applies to legal citizens vote in local and national elections" ( Soriano E. (2008) , Educating for democratic citizenship and intercultural , Madrid, La Muralla, p. 122).
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