Resumo

CARIACAS, Carlos  e  PEREZ JIMENEZ, César Augusto. THE LOCUS OF CITIZENSHIP IN THE CURRICULUM OF THE PHILOSOPHY COURSES OF THE FEDERAL UNIVERSITY OF AMAPÁ (BRAZIL) AND THE UNIVERSITY OF ZULIA (VENEZUELA). e-Curriculum [online]. 2020, vol.18, n.2, pp.806-826.  Epub 15-Out-2020. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2020v18i2p806-826.

Brazil and Venezuela have very different and convergent paths, at the same time, in the way of going about the subject of citizenship. In turn, the university is one of the spaces in which matter develops and takes forms that lead to new ideas and positions for citizen action. This work analyzes the curriculum of the Philosophy courses of the Federal University of Amapá (Brazil) and the University of Zulia (Venezuela) and aims to feed the discussion about education for citizenship in university settings. Starting from the conception that the curriculum can reveal the place that citizenship occupies in the formative process, we observe, analyze and evaluate: 1) the presence of the idea of ​​citizenship established in the texts; 2) the indicatives of actions and procedures in which citizenship can effectively develop. The comparative method of curriculum education is used to do this work (ADAMSON; MORRIS, 2015) and, on the theoretical basis, we rely on the contributions ofPerrenould (2005) andTragtenberg (2012). The results show that the LUZ curriculum establishes a deeper dialogue with issues relevant to citizenship. On the other hand, the UNIFAP curriculum focuses on the professionalization of the student - leaving social issues as a secondary issue.

Palavras-chave : Citizenship; Pedagogical Project; Comparative studies; Curriculum; University..

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