<?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>1984-7114</journal-id>
<journal-title><![CDATA[Contrapontos]]></journal-title>
<abbrev-journal-title><![CDATA[Contrapontos]]></abbrev-journal-title>
<issn>1984-7114</issn>
<publisher>
<publisher-name><![CDATA[Univali]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-71142017000200218</article-id>
<article-id pub-id-type="doi">10.14210/contrapontos.v17n1.p218-245</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Democratic citizenship: the pedagogy of social sciences in public schools]]></article-title>
<article-title xml:lang="pt"><![CDATA[Cidadania democrática: a pedagogia das ciências sociais nas escolas públicas]]></article-title>
<article-title xml:lang="es"><![CDATA[Ciudadanía democrática: la pedagogía de las ciencias sociales en las escuelas públicas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cortezia]]></surname>
<given-names><![CDATA[William Guedes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Fitchburg State University Programa de Pós-Graduação em de Educação na Primeira Infância, Ensino Fundamental e Médio ]]></institution>
<addr-line><![CDATA[Fitchburg Massachusetts]]></addr-line>
<country>USA</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<volume>17</volume>
<numero>2</numero>
<fpage>218</fpage>
<lpage>245</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-71142017000200218&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-71142017000200218&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-71142017000200218&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  Curricula are historically formed within systems of ideas that describe styles of reasoning, standards and conceptual differences in school practices and their subjects. Curriculum is a practice of social regulation and the effect of power. The question of what curricular history &#8220;is&#8221; is also a question of the politics of knowledge in disciplinary work (Antunes, 2007; Apple, 1971; Dewey, 1916; Freire, 1993). This study is a critical discourse analysis of how the concept of citizenship/democracy is taught in public schools through the social sciences curriculum as found in the text of social studies standards and selected textbooks, as well as transcripts of interviews with five social studies teachers of a large public middle school in the Southeast United States (Gee and Green, 1998; Hicks, 1995; Luke, 1996; 2004). The researcher described, analyzed, and interpreted documents that included the National and State Social Studies Standards, transcriptions of interviews with five middle school social science teachers, and Geography, Civics and History textbooks used by the school system. The article highlights evidence of our inability to provide a truly democratic citizenship education through three different forums at the public school level: textbooks, standards, and teachers. Moreover, it refers to the importance of the Middle School years and the &#8220;in-between&#8221; characteristics for moral/social and academic development of students. The types of socially approved knowledge taught in mass educational institutions, such as the public school and the official endorsement of that knowledge, as reflected in social studies standards deserve more attention from researchers and educators to fill a major gap in the literature/analysis of the history of social studies curricula development. The social sciences middle school curriculum would benefit from a focus on its rationale, background needs and organization. It is essential to have educators involved in theory building which will grow out of processing and organizing new information. Teachers and students can commit to coming together and developing frames of reference that we call systems and theories. Each can then be tested for its utility and its power to explain, predict and extend what is known (Antunes, 2007; Apple, 1971; Combs, 1991). As a result of this research, it became clear that the curriculum is a constant work in progress, which through the lens of critical discourse led the researcher to conclude that the establishment of public knowledge is part of the democratic process.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Os curr&#237;culos s&#227;o historicamente formados dentro de sistemas de ideias que descrevem estilos de racioc&#237;nio, padr&#245;es e diferen&#231;as conceituais nas pr&#225;ticas escolares e com seus alunos. O curr&#237;culo &#233; uma pr&#225;tica de regula&#231;&#227;o social e regulador de poder. Quando se pregunta sobre o hist&#243;rico do curr&#237;culo, entende-se que tamb&#233;m &#233; uma quest&#227;o da pol&#237;tica do conhecimento no trabalho disciplinar (Antunes, 2007, Apple, 1971, Dewey, 1916, Freire, 1993). Este estudo &#233; uma an&#225;lise cr&#237;tica do discurso de como o conceito de cidadania/democracia &#233; ensinado nas escolas p&#250;blicas, atrav&#233;s do curr&#237;culo de ci&#234;ncias sociais, tal qual encontrado no texto de padr&#245;es de estudos sociais e livros escolares selecionados, bem como nas transcri&#231;&#245;es de entrevistas de cinco educadores de estudos sociais de ensino m&#233;dio em um sistema escolar p&#250;blico no sudoeste estadunidense (Gee e Green, 1998; Hicks, 1995; Luke, 1996, 2004). Esse conte&#250;do te&#243;rico baseia-se na teoria da Pedagogia Cr&#237;tica, que focaliza como os curr&#237;culos escolares s&#227;o criados na forma&#231;&#227;o do estudante-cidad&#227;o. O pesquisador descreveu, analisou e interpretou documentos que inclu&#237;am os Padr&#245;es Nacionais e Estaduais de Estudos Sociais estadunidenses, transcri&#231;&#245;es de entrevistas com cinco educadores de ci&#234;ncias sociais de ensino m&#233;dio e livros did&#225;ticos de Geografia, C&#237;vica e Hist&#243;ria estadunidenses utilizados pelo sistema escolar. A pesquisa destaca as evid&#234;ncias de nossa incapacidade de prover uma educa&#231;&#227;o verdadeiramente democr&#225;tica de cidadania, atrav&#233;s de tr&#234;s foros diferentes no n&#237;vel da escola p&#250;blica: livros did&#225;ticos, padr&#245;es de estudos sociais e professores. Al&#233;m disso, refere-se &#224; import&#226;ncia dos anos do Ensino M&#233;dio e das caracter&#237;sticas &#8220;intermedi&#225;rias&#8221; para o desenvolvimento moral/social e acad&#234;mico dos alunos. Os tipos de conhecimento socialmente aprovados e praticados em institui&#231;&#245;es educacionais (como a escola p&#250;blica e o endosso oficial desse conhecimento refletido nos padr&#245;es de estudos sociais) merecem mais aten&#231;&#227;o de pesquisadores e educadores para preencher uma lacuna importante na literatura/an&#225;lise da hist&#243;ria de desenvolvimento de curr&#237;culos de estudos sociais, nesse campo vital de ensino. O curr&#237;culo de ensino m&#233;dio de ci&#234;ncias sociais demanda de um foco mais l&#243;gico e necessita de uma organiza&#231;&#227;o mais qualificada. &#201; essencial ter educadores envolvidos na constru&#231;&#227;o da teoria, que crescer&#227;o a partir do processamento e da organiza&#231;&#227;o de novas informa&#231;&#245;es. Professores e alunos podem comprometer-se a reunir-se e desenvolver quadros de refer&#234;ncia, que se chamam sistemas e teorias. Cada um poder&#225;, ent&#227;o, ser testado para sua utilidade e para seu poder de explicar, prever e estender o que &#233; conhecido (Antunes, 2007, Apple, 1971, Combs, 1991). Entende-se, finalmente, que o resultado dessa pesquisa esclarece que o curr&#237;culo &#233; um trabalho constante em andamento e que, atrav&#233;s da lente do discurso cr&#237;tico, levou a concluir que o estabelecimento do conhecimento p&#250;blico faz parte do processo social democr&#225;tico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen:  Hist&#243;ricamente los curr&#237;culos se constituyen dentro de sistemas de ideas que describen estilos de razonamiento, patrones y diferencias conceptuales en las pr&#225;cticas escolares y con los alumnos. El curr&#237;culo es una pr&#225;ctica de regulaci&#243;n social y regulador de poder. Cuando se pregunta sobre la historia del curr&#237;culo, se entiende que tambi&#233;n es una cuesti&#243;n de la pol&#237;tica del conocimiento en el trabajo disciplinar (Antunes, 2007; Apple, 1971; Dewey, 1916; Freire, 1993). Este estudio es un an&#225;lisis cr&#237;tico del discurso de c&#243;mo se ense&#241;a el concepto de ciudadan&#237;a/democracia en las escuelas p&#250;blicas a trav&#233;s del curr&#237;culo de ciencias sociales, tal como se encuentra en el texto de modelos de estudios sociales y libros escolares seleccionados, as&#237; como en las transcripciones de entrevistas de cinco profesores de estudios sociales de ense&#241;anza secundaria en un sistema escolar p&#250;blico en el sudoeste estadounidense (Gee y Green, 1998; Hicks, 1995; Luke, 1996, 2004). Ese contenido te&#243;rico se basa en la teor&#237;a de la Pedagog&#237;a Cr&#237;tica, que enfoca la forma en la que se crean los curr&#237;culos escolares en la formaci&#243;n del estudiante-ciudadano. El investigador describi&#243;, analiz&#243; e interpret&#243; documentos que inclu&#237;an los Modelos Nacionales y Estatales de Estudios Sociales estadounidenses, transcripciones de entrevistas con cinco educadores de ciencias sociales de ense&#241;anza secundaria y libros did&#225;cticos de Geograf&#237;a, Educaci&#243;n C&#237;vica e Historia estadunidenses utilizados por el sistema escolar. La investigaci&#243;n destaca las evidencias de nuestra incapacidad de proveer una educaci&#243;n verdaderamente democr&#225;tica de ciudadan&#237;a a trav&#233;s de tres distintos foros a nivel de la escuela p&#250;blica: libros did&#225;cticos, modelos de estudios sociales y profesores. Adem&#225;s, se refiere a la importancia de los a&#241;os de la Ense&#241;anza Secundaria y de las caracter&#237;sticas &#8220;intermediarias&#8221; para el desarrollo moral/social y acad&#233;mico de los alumnos. Los tipos de conocimiento socialmente aprobados y practicados en instituciones educacionales (como la escuela p&#250;blica y el endoso oficial de ese conocimiento reflejado en los patrones de estudios sociales) merecen m&#225;s atenci&#243;n por parte de investigadores y educadores para llenar un vac&#237;o importante en la literatura/an&#225;lisis de la historia del desarrollo de curr&#237;culos de estudios sociales, en ese campo vital de la ense&#241;anza. El curr&#237;culo de ense&#241;anza secundaria de ciencias sociales demanda un foco m&#225;s l&#243;gico y necesita una organizaci&#243;n m&#225;s cualificada. Es esencial que haya educadores involucrados en la construcci&#243;n de la teor&#237;a, que crecer&#225;n a partir del procesamiento y de la organizaci&#243;n de nuevas informaciones. Profesores y alumnos pueden comprometerse a reunirse y desarrollar cuadros de referencia, que se pueden denominar sistemas y teor&#237;as. En ese caso, cada uno podr&#225; ser examinado para comprobar su utilidad y su poder de explicar, prever y extender lo que es conocido (Antunes, 2007; Apple, 1971; Combs, 1991). Por &#250;ltimo, se entiende que el resultado de esta investigaci&#243;n esclarece que el curr&#237;culo es un trabajo en marcha constante y que a trav&#233;s del prisma del discurso cr&#237;tico, llev&#243; a concluir que el establecimiento del conocimiento p&#250;blico forma parte del proceso social democr&#225;tico.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Democracy]]></kwd>
<kwd lng="en"><![CDATA[Citizenship]]></kwd>
<kwd lng="en"><![CDATA[Pedagogy]]></kwd>
<kwd lng="pt"><![CDATA[Democracia, Cidadania]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogia]]></kwd>
<kwd lng="es"><![CDATA[Democracia]]></kwd>
<kwd lng="es"><![CDATA[Ciudadanía]]></kwd>
<kwd lng="es"><![CDATA[Pedagogía]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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