Notes from an interdisciplinary project with adolescents in the high school: an approach to an exercise to a democratic action
DOI:
https://doi.org/10.7322/jhgd.19772Keywords:
Interdisciplinary project, Political education, Citizenship educationAbstract
The concept of citizenship seen as having rights and duties and assuming social responsibility related to transformation begins when rights and duties are seen together. This can occur to be possible when young people leave the passive position to play the role of a changer. A team of teachers from a private school adding political education in their curriculum developed a study involving the concepts of citizenships and democracy, together with the work in the local city council. Around 100 senior high school students from the first grade shared all the legislative routine exercising their democracy - the fundamental standard for a political education. In that matter this team fulfilled one of its main goals: the citizenships education. The student was in contact with the political theory and the analyses of its social reality, finding out the need of a major social participation and a conscious sense of politics and mainly the social responsibility that everybody has to face when we have all the constant changes of a society.Downloads
References
Morin E. Os sete saberes necessário à educação. 5ª ed. São Paulo: Cortez; 2002.
Freire P. Pedagogia do oprimido. Rio de Janeiro: Paz e Terra; 1974.
Dalben AMILF. A nova escola: um desafio do terceiro milênio. In: Associação Brasileira de Adolescência & Associação Mineira de Adolescência. Ética e Cidadania. Belo Horizonte: ASBRA/AMA;2000.
Freire P. Pedagogia da autonomia – Saberes necessários à prática educativa. 30ª ed. São Paulo: Paz e Terra; 1996.
Rovira JMP. Como hacer escuelas democráticas? Educação e Pesquisa. 2000; 26(2):55-69.
Downloads
Published
Issue
Section
License
CODE OF CONDUCT FOR JOURNAL PUBLISHERS
Publishers who are Committee on Publication Ethics members and who support COPE membership for journal editors should:
- Follow this code, and encourage the editors they work with to follow the COPE Code of Conduct for Journal Edi- tors (http://publicationethics.org/files/u2/New_Code.pdf)
- Ensure the editors and journals they work with are aware of what their membership of COPE provides and en- tails
- Provide reasonable practical support to editors so that they can follow the COPE Code of Conduct for Journal Editors (http://publicationethics.org/files/u2/New_Code.pdf_)
Publishers should:
- Define the relationship between publisher, editor and other parties in a contract
- Respect privacy (for example, for research participants, for authors, for peer reviewers)
- Protect intellectual property and copyright
- Foster editorial independence
Publishers should work with journal editors to:
- Set journal policies appropriately and aim to meet those policies, particularly with respect to:
– Editorial independence
– Research ethics, including confidentiality, consent, and the special requirements for human and animal research
– Authorship
– Transparency and integrity (for example, conflicts of interest, research funding, reporting standards
– Peer review and the role of the editorial team beyond that of the journal editor
– Appeals and complaints
- Communicate journal policies (for example, to authors, readers, peer reviewers)
- Review journal policies periodically, particularly with respect to new recommendations from the COPE
- Code of Conduct for Editors and the COPE Best Practice Guidelines
- Maintain the integrity of the academic record
- Assist the parties (for example, institutions, grant funders, governing bodies) responsible for the investigation of suspected research and publication misconduct and, where possible, facilitate in the resolution of these cases
- Publish corrections, clarifications, and retractions
- Publish content on a timely basis
