Challenges of Citizen Training in Today's Society
DOI:
https://doi.org/10.37843/rted.v17i2.547
Article Sidebar
Main Article Content
Abstract
Citizenship education must be considered a priority in the world due to globalization. The main objective of this essay was to identify the main challenges for citizenship education in today's society. Likewise, the interpretive paradigm was based on a qualitative approach with a narrative topic design. Through an exhaustive analysis of experiences in various educational contexts, it is emphasized that citizenship must be understood as an active and responsible exercise, which requires acquiring knowledge about rights and duties and respecting others. The difficulties identified include the need for more adequate teacher training and the absence of national policies that strengthen civic education. In conclusion, strengthening citizenship education is crucial to promote democratic and fair societies, and it is essential that civic education becomes a priority within the educational system to face the complexity of today's world and encourage the active participation of citizens.
Downloads
Metrics
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Those authors who have publications in our journal accept the following terms:
- When a work is accepted for publication, the author retains rights of reproduction, distribution of his/her article for exploitation in all countries of the world in the format provided by our magazine and any other magnetic medium, optical, and digital.
- Authors will retain their copyright and guarantee the journal the right first to publish their work, which will be simultaneously subject to the Creative Commons Acknowledgment License (Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)). That allows third parties to copy and redistribute the material in any medium or format, under the following conditions: Acknowledgment - You must properly acknowledge authorship, provide a link to the license, and indicate if any changes have been made. You may do so in any reasonable way, but not in a way that suggests you have the licensor's endorsement or receive it for your use. NonCommercial - You may not use the material for a commercial purpose. NoDerivatives - If you remix, transform, or build from the material, you cannot broadcast the modified material. There are no additional restrictions - You cannot apply legal terms or technological measures that legally restrict you from doing what the license allows.
- Authors may adopt other non-exclusive license agreements to distribute the published version of the work (e.g., deposit it in an institutional archive or publish it in a monographic volume) provided that the initial publication in this journal is indicated.
- Authors are allowed and recommended to disseminate their work through the Internet (e.g., in institutional telematic archives, repositories, libraries, or their website), producing exciting exchanges and increasing the published work's citations.
- Request of withdrawal an article has to be done in writing by the author to the Editor, becoming effective after a written response from the Editor. For this purpose, the author or authors will send correspondence via e-mail: [email protected].
- The author will not receive financial compensation for the publication of his work.
- All Docentes 2.0 Journal publications are under the Open Journal System (OJS) platform at: https://ojs.docentes20.com/.
References
Anaya, T., Montalvo, J., Calderón, A., & Arispe, C. (2021). Escuelas rurales en el Perú: factores que acentúan las brechas digitales en tiempos de pandemia (COVID- 19) y recomendaciones para reducirlas. Educación, 30(58), 11–33. https://doi.org/10.18800/educacion.202101.001 DOI: https://doi.org/10.18800/educacion.202101.001
Cardenal, R. (2013). El bien común. Principio de la democracia, la ciudadanía y los derechos humanos. Revista de Derecho Político, 86, 291–321. https://doi.org/10.5944/rdp.86.2013.12129 DOI: https://doi.org/10.5944/rdp.86.2013.12129
Castillo, E., & Sánchez, C. (2003). ¿Democratizar la escuela o escolarizar la democracia? Revista Colombiana de Educación, (45), 1-17. https://doi.org/10.17227/01203916.5494 DOI: https://doi.org/10.17227/01203916.5494
Cortina, A. (2017). Ethics of minimum and democratic plurality. Current contributions of ethics civil. Revista Científica de la UCSA, 4(1), 67-79. https://doi.org/10.18004/ucsa/2409-8752/2017.004(01)067-079 DOI: https://doi.org/10.18004/ucsa/2409-8752/2017.004(01)067-079
Delbury, P., & Cárcamo, H. (2020). Classroom participation and democratic competency: a case study. Educación, 29(57), 43-66. http://dx.doi.org/10.18800/educacion.202002.003. DOI: https://doi.org/10.18800/educacion.202002.003
Elorrieta-Grimalt, M. (2012). Análisis crítico de la educación moral según Lawrence Kohlberg. Educación y Educadores, 15(3), 497-512. https://n9.cl/dst0pv DOI: https://doi.org/10.5294/edu.2012.15.3.9
Fraile, C. (2006). Más allá de la economía del bienestar. El enfoque de las capacidades de Amartya Sen y Martha C. Nussbaum. Dilemata, (40), 121-141. https://n9.cl/usx27v
García, P., Herrero, A., Dumett, S., Gallo, L. & Tabares, A. (2022). Ciudadanía creativa travesía de investigación educativa en primera infancia hacia la transformación social. Uniminuto. https://n9.cl/6zn9a
García, R., & García, A. (2022). La educación como acto político en Freire. La teoría antidialógica, la arbitrariedad cultural y la educación bancaria: nociones para comprender la reproducción de las desigualdades en América Latina. Innovaciones Educativas, 24(37), 266-276. https://doi.org/10.22458/ie.v24i37.4316 DOI: https://doi.org/10.22458/ie.v24i37.4316
Guerrero, K., Beltrán, J., & Caballero, D. (2012). Formación del docente en contextos b-learning: implicaciones tecnológicas, investigativas y humanísticas. Revista Virtual Universidad Católica del Norte, 36, 48-74. https://n9.cl/cqkye
Huanca-Arohuanca, J., & Barria-Asenjo, N. (2022). Replanteando el concepto de justicia como equidad y velo de ignorancia en John Rawls desde el pluralismo ético. Desde El Sur, 14(3), 1-17. https://doi.org/10.21142/DES-1403-2022-0036 DOI: https://doi.org/10.21142/DES-1403-2022-0036
Iglesias, M., Lozano, I., & Martínez, M. (2013). The use of digital tools in the development of collaborative learning: analysis of experience in Higher Education. Revista de Docencia Universitaria, 11(2), 333-351. https://n9.cl/68v7c DOI: https://doi.org/10.4995/redu.2013.5579
Lizcano, F. (2012). Conceptos de ciudadano, ciudadanía y civismo. Polis, 11(32), 269-304. https://doi.org/10.4067/s0718-65682012000200014 DOI: https://doi.org/10.4067/S0718-65682012000200014
Lucas, A. (2012). Pedagogía para una ciudadanía creativa. [Tesis de maestría, Universitat de Barcelona]. http://hdl.handle.net/10803/96169
Martínez de Padrón, T. (2016). Proposiciones teóricas para la formación de la ciudadanía mediadas por la tecnología. Revista Scientific, 3(7), 268-288. https://doi.org/10.29394/Scientific.issn.2542-2987.2018.3.7.14.268-288 DOI: https://doi.org/10.29394/Scientific.issn.2542-2987.2018.3.7.14.268-288
Martínez, S., & López, M. (2022). Educación, inclusión y formación para la ciudadanía mundial: racionalidad pedagógica de una relación necesaria. Revista Varela, 22(61), 18-26. https://n9.cl/qp23dp
Martuccelli, D. (2018). Variantes del individualismo. Estudios Sociológicos, 37(109), 7-37. https://doi.org/10.24201/es.2019v37n109.1732 DOI: https://doi.org/10.24201/es.2019v37n109.1732
Mastache, A. (2022). Formación ciudadana en la escuela secundaria en Argentina. International Humanities Review. 11(5), 1-14. https://doi.org/10.37467/revhuman.v11.3868 DOI: https://doi.org/10.37467/revhuman.v11.3868
Medina, A. (2020). Educación para la ciudadanía global en tiempos de crisis. Comillas Journal of International Relations, 19, 107-113. https://doi.org/10.14422/cir.i19.y2020.009 DOI: https://doi.org/10.14422/cir.i19.y2020.009
Mendoza, I. (2020). Análisis teórico de cuatro modelos históricos sobre ciudadanía. Contribuciones a las Ciencias Sociales, 13(2), 1-16. https://n9.cl/nf34jl
Ortiz, J., & Corrêa, T. (2020). Pedagogical aspects of connectivism and its relationship with social networks and learning ecologies. Revista Brasileira de Educacao, 25, 1-22. https://doi.org/10.1590/S1413-24782020250026 DOI: https://doi.org/10.1590/s1413-24782020250026
Pinillos, D. (2018). Los principios de las políticas educativas en Japón sobre la atención a los estudiantes con raíces en el extranjero: una comparación con las políticas educativas sobre inmigrantes de Australia y Francia. Educación, 27(52), 119-139. https://doi.org/10.18800/educacion.201801.007 DOI: https://doi.org/10.18800/educacion.201801.007
Ruiz, A., & Herrera, M. (2021). El desafío de la formación ciudadana: reflexiones a partir de una experiencia de acompañamiento escolar. Revista Brasileira de Educação, 26, 1-18. https://doi.org/10.1590/s1413-24782021260004 DOI: https://doi.org/10.1590/s1413-24782021260004
Sánchez, J. (2017). Alina Mungiu-Pippidi, The Quest for Good Governance: How Societies Develop Control of Corruption, Cambridge, Cambridge University Press, 2015, 290 pp. Gestión y Política Pública, 26(2), 577-583. https://n9.cl/15kay
Solís, J. (2022). Formación ciudadana y cívica en docentes y estudiantes de secundaria en Perú. Conrado, 18(84), 324-331. https://n9.cl/p6tfs
Tovar, J. (2022). Pensar la “Nueva” Pedagogía para la formación ciudadana del siglo XXI. Educação & Sociedade, 43, 1-17. https://doi.org/10.1590/es.259178 DOI: https://doi.org/10.1590/es.259178
Trujillo, L. (2022). Competencias digitales para el siglo XXI una visión desde la ciudadanía digital. Panorama, 16(31). https://n9.cl/wegsc DOI: https://doi.org/10.15765/pnrm.v16i2.3566
Únete a nuestro canal de Telegram para recibir notificaciones de nuestras publicaciones
