<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012024000100301</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v46i1.68060</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Populismos e identidad(es). Un contenido relevante en la enseñanza de las Ciencias Sociales]]></article-title>
<article-title xml:lang="pt"><![CDATA[Populismos e identidade(s). Um conteúdo relevante no ensino das ciências sociais]]></article-title>
<article-title xml:lang="en"><![CDATA[Populisms and identity(ies). A relevant content in the teaching of Social Sciences]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez-Rodríguez]]></surname>
<given-names><![CDATA[Noelia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[De-Alba-Fernández]]></surname>
<given-names><![CDATA[Nicolás]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Navarro-Medina]]></surname>
<given-names><![CDATA[Elisa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Sevilla  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>46</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012024000100301&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012024000100301&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012024000100301&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. El auge de los populismos es un grave problema para la democracia. Estos movimientos apelan a ideas simplificadoras de la identidad basadas en tópicos culturales. Partimos de la hipótesis de que este tipo de discursos elementales y poco elaborados conectan mejor con la población que otros más democráticos y críticos, que requieren una mayor complejidad de razonamiento y que van unidos al desarrollo de una mayor conciencia crítica. Esta situación es especialmente grave en el caso de los docentes que, en definitiva, son los encargados de gran parte de la formación política de las futuras generaciones. La investigación que se presenta explora esta hipótesis en un grupo de 80 estudiantes del Grado de Educación Primaria de la Universidad de Sevilla mediante un cuestionario de preguntas abiertas y cerradas. Los resultados del estudio nos permiten afirmar que los estudiantes en formación inicial dan poca relevancia a la política para explicar la construcción de sus identidades. En gran medida justifican que elementos más cercanos a ellos (social, lingüístico, local o territorial) influyen más en la construcción de sus identidades. Esto, además, condiciona las perspectivas prácticas que tienen sobre cómo deben trabajarse las identidades en el aula de Educación Primaria, primando una visión sobre la enseñanza vinculada al territorio y cultura local. En conclusión, es necesario que los modelos formativos consideren el abordaje de la política como cuestión relevante tanto en las identidades de los jóvenes futuros maestros como en el trabajo de las identidades con niños y niñas de Educación Primaria.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. A ascensão do populismo é um problema sério para a democracia. Estes movimentos apelam a ideias simplificadoras de identidade baseadas em clichés culturais. Partimos da hipótese de que este tipo de discurso elementar e pouco elaborado se relaciona melhor com a população do que outros discursos mais democráticos e críticos, que exigem uma maior complexidade de raciocínio e que são acompanhados pelo desenvolvimento de uma maior consciência crítica. Esta situação é particularmente grave no caso dos professores, que são, em última análise, responsáveis por grande parte da educação política das gerações futuras. A investigação aqui apresentada explora esta hipótese num grupo de 80 alunos da Licenciatura em Educação Básica da Universidade de Sevilha, através de um questionário de perguntas abertas e fechadas. Os resultados do estudo permitem-nos afirmar que os alunos em formação inicial dão pouca relevância à política para explicar a construção das suas identidades. Em grande medida, justificam que os elementos que lhes são mais próximos (sociais, linguísticos, locais ou territoriais) têm maior influência na construção das suas identidades. Este facto condiciona, aliás, as perspectivas práticas que têm sobre a forma como as identidades devem ser trabalhadas na sala de aula do ensino básico, privilegiando uma visão de ensino ligada ao território e à cultura locais. Em conclusão, é necessário que os modelos de formação considerem a abordagem da política como uma questão relevante tanto nas identidades dos jovens futuros professores como no trabalho sobre as identidades com as crianças no ensino básico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. The rise of populism is a serious problem for democracy. These movements appeal to simplifying ideas of identity based on cultural clichés. We start from the hypothesis that this type of elementary and poorly elaborated discourse connects better with the population than other more democratic and critical discourses, which require a greater complexity of reasoning, and which go hand in hand with the development of a greater critical conscience. This situation is particularly serious in the case of teachers who, in the final analysis, are responsible for a large part of the political education of future generations. The research presented here explores this hypothesis in a group of 80 students of the Primary Education Degree of the University of Seville by means of a questionnaire of open and closed questions. The results of the study allow us to affirm that students in initial training give little relevance to politics to explain the construction of their identities. They largely justify that element closer to them (social, linguistic, local, or territorial) have a greater influence on the construction of their identities. This, in addition, conditions the practical perspectives they have on how identities should be worked on in the primary education classroom, giving priority to a vision of teaching linked to the territory and local culture. In conclusion, it is necessary for training models to consider the approach to politics as a relevant issue both in the identities of young future teachers and in the work on identities with children in primary education.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[identidades]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de las identidades]]></kwd>
<kwd lng="es"><![CDATA[educación política]]></kwd>
<kwd lng="es"><![CDATA[formación inicial de docentes]]></kwd>
<kwd lng="es"><![CDATA[populismos]]></kwd>
<kwd lng="pt"><![CDATA[identidades]]></kwd>
<kwd lng="pt"><![CDATA[identidades docentes]]></kwd>
<kwd lng="pt"><![CDATA[educação política]]></kwd>
<kwd lng="pt"><![CDATA[formação inicial de professores]]></kwd>
<kwd lng="pt"><![CDATA[populismos]]></kwd>
<kwd lng="en"><![CDATA[identities]]></kwd>
<kwd lng="en"><![CDATA[teaching identities]]></kwd>
<kwd lng="en"><![CDATA[political education]]></kwd>
<kwd lng="en"><![CDATA[preservice teachers]]></kwd>
<kwd lng="en"><![CDATA[populism]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Apple]]></surname>
<given-names><![CDATA[M. W.]]></given-names>
</name>
<name>
<surname><![CDATA[Biesta]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Bright]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Giroux]]></surname>
<given-names><![CDATA[H. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Heffernan]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[McLaren]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[&#8230; Yeatman]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Reflections on contemporary challenges and possibilities for democracy and education]]></article-title>
<source><![CDATA[Journal of Educational Administration and History]]></source>
<year>2022</year>
<volume>54</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>245-62</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Banks]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Failed citizenship and transformative civic education]]></article-title>
<source><![CDATA[Educational Researcher]]></source>
<year>2017</year>
<volume>46</volume>
<numero>7</numero>
<issue>7</issue>
<page-range>366-77</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Biesta]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Democracia, ciudadanía y educación: de la socialización a la subjetivación]]></article-title>
<source><![CDATA[Foro de Educación]]></source>
<year>2016</year>
<volume>14</volume>
<numero>20</numero>
<issue>20</issue>
<page-range>21-34</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Creswell]]></surname>
<given-names><![CDATA[J. W.]]></given-names>
</name>
</person-group>
<source><![CDATA[Research design: qualitative, quantitative, and mixed methods approaches]]></source>
<year>2014</year>
<edition>4th</edition>
<publisher-loc><![CDATA[Washington, DC ]]></publisher-loc>
<publisher-name><![CDATA[Sage]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Giménez]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Culturas e identidades]]></article-title>
<source><![CDATA[Revista Mexicana de Sociología]]></source>
<year>2004</year>
<volume>66</volume>
<page-range>77-99</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Grever]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[van der Vlies]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Why national narratives are perpetuated: A literature review on new insights from history textbook research]]></article-title>
<source><![CDATA[London Review of Education]]></source>
<year>2017</year>
<volume>15</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>286-301</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kahne]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Westheimer]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teaching democracy: what schools need to do]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Ross]]></surname>
<given-names><![CDATA[E. W.]]></given-names>
</name>
</person-group>
<source><![CDATA[The social studies curriculum: purposes, problems, and possibilities]]></source>
<year>2014</year>
<edition>4th</edition>
<publisher-loc><![CDATA[Albany, NY ]]></publisher-loc>
<publisher-name><![CDATA[Suny Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kennedy]]></surname>
<given-names><![CDATA[K. J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Civic and citizenship education in volatile times. Preparing students for citizenship in the 21st century]]></source>
<year>2019</year>
<publisher-loc><![CDATA[Hong Kong, CN ]]></publisher-loc>
<publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kriger]]></surname>
<given-names><![CDATA[M. E.]]></given-names>
</name>
<name>
<surname><![CDATA[Cid]]></surname>
<given-names><![CDATA[H. F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Identidad ciudadana: los jóvenes y la construcción del espacio sociopolítico]]></article-title>
<source><![CDATA[Revista Latinoamericana de Investigación Crítica]]></source>
<year>2017</year>
<volume>IV</volume>
<numero>7</numero>
<issue>7</issue>
<page-range>119-36</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Morán]]></surname>
<given-names><![CDATA[M. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Benedicto]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Los jóvenes españoles entre la indignación y la desafección política: una interpretación desde las identidades ciudadanas]]></article-title>
<source><![CDATA[Última Década]]></source>
<year>2016</year>
<volume>24</volume>
<numero>44</numero>
<issue>44</issue>
<page-range>11-38</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pagès]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La educación política y la enseñanza de la actualidad en una sociedad democrática]]></article-title>
<source><![CDATA[Educaçâo em Foco]]></source>
<year>2015</year>
<volume>19</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>17-37</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pagès]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Sant]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<source><![CDATA[L´escola i la nació]]></source>
<year>2015</year>
<publisher-loc><![CDATA[Barcelona, ES ]]></publisher-loc>
<publisher-name><![CDATA[Servei de Publicacions]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ross]]></surname>
<given-names><![CDATA[E. W.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Negotiating the politics of citizenship education]]></article-title>
<source><![CDATA[PS: Political Science &amp; Politics]]></source>
<year>2004</year>
<volume>37</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>249-51</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sant]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Educación política para una democracia radical]]></article-title>
<source><![CDATA[Revista Forum]]></source>
<year>2021</year>
<volume>20</volume>
<page-range>138-57</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sant]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Brown]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The fantasy of the populist disease and the educational cure]]></article-title>
<source><![CDATA[British Educational Research Journal]]></source>
<year>2020</year>
<volume>47</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>409-26</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sant]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Davies]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
<name>
<surname><![CDATA[Santisteban]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Citizenship and identity: the self-image of secondary school students in england and Catalonia]]></article-title>
<source><![CDATA[British Journal of Educational Studies]]></source>
<year>2016</year>
<volume>64</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>235-60</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Santisteban]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Las contribuciones de Joan Pagès a la educación política: una obra imprescindible]]></article-title>
<source><![CDATA[Revista Forum]]></source>
<year>2021</year>
<volume>20</volume>
<page-range>233-48</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Santisteban]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Pagès]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El marco teórico para el desarrollo conceptual de la Educación para la Ciudadanía]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Santisteban]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Pagès]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Educación para la ciudadanía. Guías para educación secundaria obligatoria]]></source>
<year>2007</year>
<page-range>1-14</page-range><publisher-loc><![CDATA[Madrid, ES ]]></publisher-loc>
<publisher-name><![CDATA[Wolters Kluwer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Serrano]]></surname>
<given-names><![CDATA[J. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Facal]]></surname>
<given-names><![CDATA[R. L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Aprender y argumentar España. La visión de la identidad española entre el alumnado al finalizar el bachillerato]]></article-title>
<source><![CDATA[Didáctica de Las Ciencias Experimentales y Sociales]]></source>
<year>2012</year>
<volume>(</volume>
<numero>26</numero>
<issue>26</issue>
<page-range>95-120</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cordes]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Sabzalian]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Urgent Need for Anticolonial Media Literacy]]></article-title>
<source><![CDATA[International Journal of Multicultural Education]]></source>
<year>2020</year>
<volume>22</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>182-201</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Strauss]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Corbin]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Bases de la investigacio&#769;n cualitativa. Te&#769;cnicas y procedimientos para desarrollar la teori&#769;a fundamentada]]></source>
<year>2002</year>
<publisher-loc><![CDATA[Medellín, CO ]]></publisher-loc>
<publisher-name><![CDATA[Universidad de Antioqui&#769;a]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tosello]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Identidades y enseñanza de las ciencias sociales. Estudio de casos desde tres lugares del mundo]]></article-title>
<source><![CDATA[Revista de Investigación En Didáctica de Las Ciencias Sociales]]></source>
<year>2018</year>
<numero>2</numero>
<issue>2</issue>
<page-range>88-103</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Valdés]]></surname>
<given-names><![CDATA[J. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Oller]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Labraña]]></surname>
<given-names><![CDATA[C. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Desarrollo de identidades ciudadanas: representaciones sociales sobre la participación en democracia tras las movilizaciones estudiantiles en Chile]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Ruiz]]></surname>
<given-names><![CDATA[C. R. G.]]></given-names>
</name>
<name>
<surname><![CDATA[Doreste]]></surname>
<given-names><![CDATA[A. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Mediero]]></surname>
<given-names><![CDATA[B. A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Deconstruir la alteridad desde la didáctica de las ciencias sociales: educar para una ciudadanía global]]></source>
<year>2016</year>
<page-range>246-54</page-range><publisher-loc><![CDATA[Las Palmas, ES ]]></publisher-loc>
<publisher-name><![CDATA[AUPDCS]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Westheimer]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Civic education and the rise of populist nationalism]]></article-title>
<source><![CDATA[Peabody Journal of Education]]></source>
<year>2019</year>
<volume>94</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>4-16</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
