<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1809-4309</journal-id>
<journal-title><![CDATA[Práxis Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Práxis Educativa]]></abbrev-journal-title>
<issn>1809-4309</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - Ponta Grossa  ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-43092025000100123</article-id>
<article-id pub-id-type="doi">10.5212/praxeduc.v.20.24544.046</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Fostering democratic citizenship: a qualitative study of teaching techniques in lower cycle classrooms]]></article-title>
<article-title xml:lang="pt"><![CDATA[Promovendo a cidadania democrática: um estudo qualitativo sobre técnicas de ensino em salas de aula do ciclo inicial]]></article-title>
<article-title xml:lang="es"><![CDATA[Fomento de la ciudadanía democrática: un estudio cualitativo sobre técnicas de enseñanza en las aulas del ciclo inferior]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rrustemi]]></surname>
<given-names><![CDATA[Jehona]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kurteshi]]></surname>
<given-names><![CDATA[Voglushe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of Prishtina &#8220;Hasan Pristina&#8221; Faculty of Education ]]></institution>
<addr-line><![CDATA[Prishtina ]]></addr-line>
<country>Kosovo</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,University of Gjilan &#8220;Kadri Zeka&#8221; Faculty of Education Voglushe Kurteshi]]></institution>
<addr-line><![CDATA[Gjilan ]]></addr-line>
<country>Kosovo</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>20</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092025000100123&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092025000100123&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092025000100123&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This qualitative study investigates how students demonstrate behaviors of democratic citizenship through the application of various teaching techniques across different subjects in the classroom. It also explores students&#8217; opinions about their overall experiences with teaching methods that promote participation and critical thinking within the context of democratic education. Data were collected through classroom observations and student interviews. Eight teachers (grades I-V) observed student behavior over a 10-day period, during which 32 distinct teaching techniques were implemented across various subjects and grade levels. Additionally, eight students (four from grade IV and four from grade V) participated in semi-structured interviews. Findings indicate that the use of diverse teaching techniques fostered behaviors consistent with democratic citizenship, including freedom of expression, mutual understanding, respect for others, responsibility for tasks, politeness, and tolerance. Interview responses further highlighted students&#8217; collaborative practices, empathetic behavior, equal treatment of peers, ability to construct and defend opinions, and willingness to express themselves freely. This study emphasizes the importance of experiential learning in cultivating democratic values and suggests that intentional pedagogical strategies can play a critical role in early civic education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo qualitativo investiga como os estudantes demonstram comportamentos de cidadania democrática por meio da aplicação de diversas técnicas de ensino em diferentes disciplinas na sala de aula. Também explora as opiniões dos alunos sobre suas experiências gerais com métodos de ensino que promovem a participação e o pensamento crítico no contexto da educação democrática. Os dados foram coletados por meio de observações em sala de aula e entrevistas com estudantes. Oito professores (dos 1º ao 5º ano) observaram o comportamento dos alunos durante um período de 10 dias, durante o qual 32 técnicas distintas de ensino foram aplicadas em várias disciplinas e níveis escolares. Além disso, oito alunos (quatro do 4º ano e quatro do 5º ano) participaram de entrevistas semiestruturadas. Os resultados indicam que o uso de técnicas variadas de ensino promoveu comportamentos alinhados com a cidadania democrática, incluindo liberdade de expressão, compreensão mútua, respeito pelos outros, responsabilidade nas tarefas, cortesia e tolerância. As respostas das entrevistas também destacaram as práticas colaborativas dos alunos, comportamento empático, tratamento igualitário entre colegas, capacidade de construir e defender opiniões e disposição para se expressar livremente. Este estudo enfatiza a importância da aprendizagem experiencial na promoção dos valores democráticos e sugere que estratégias pedagógicas intencionais podem desempenhar um papel fundamental na educação cívica precoce.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este estudio cualitativo investiga cómo los estudiantes demuestran comportamientos de ciudadanía democrática a través de la aplicación de diversas técnicas de enseñanza en diferentes materias dentro del aula. También explora las opiniones de los estudiantes sobre sus experiencias generales con métodos de enseñanza que fomentan la participación y el pensamiento crítico en el contexto de la educación democrática. Los datos se recopilaron mediante observaciones en el aula y entrevistas con estudiantes. Ocho docentes (de primero a quinto grado) observaron el comportamiento estudiantil durante un período de 10 días, durante el cual se aplicaron 32 técnicas de enseñanza distintas en varias materias y niveles escolares. Además, ocho estudiantes (cuatro de cuarto grado y cuatro de quinto grado) participaron en entrevistas semiestructuradas. Los resultados indican que el uso de técnicas variadas de enseñanza promovió comportamientos alineados con la ciudadanía democrática, incluyendo la libertad de expresión, la comprensión mutua, el respeto hacia los demás, la responsabilidad en las tareas, la cortesía y la tolerancia. Las respuestas de las entrevistas también destacaron las prácticas colaborativas de los estudiantes, el comportamiento empático, el trato igualitario entre compañeros, la capacidad para construir y defender opiniones, y la disposición para expresarse libremente. Este estudio enfatiza la importancia del aprendizaje experiencial en la promoción de los valores democráticos y sugiere que las estrategias pedagógicas intencionales pueden desempeñar un papel fundamental en la educación cívica temprana.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Civic Education]]></kwd>
<kwd lng="en"><![CDATA[Teaching Techniques]]></kwd>
<kwd lng="en"><![CDATA[Experiential Learning]]></kwd>
<kwd lng="pt"><![CDATA[Educação Cívica]]></kwd>
<kwd lng="pt"><![CDATA[Técnicas de Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem Experiencial]]></kwd>
<kwd lng="es"><![CDATA[Educación Cívica]]></kwd>
<kwd lng="es"><![CDATA[Técnicas de Enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje Experiencial]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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