Educación para la ciudadanía en la enseñanza de las ciencias sociales y su vinculación con las dimensiones de la memoriaestudio de caso en ESO + Anexos

Abstract

In the theoretical framework, it is started with the evolution of the concept of citizenship from Spartan society to the present time, it is reviewed the conceptualization of the dimensions of memory and its role into schools in Spain, Germany, Italy and Japan. Subsequently it is carried out a review of some of the most relevant researches and experiences in relation to citizenship education and memory in the teaching of Social Education, Geography and History, as well as the approaches of citizenship education in the curriculum of this educational area in Spain and other countries of the European Union, followed by a review of professional development model of teachers that leads to configure a progression hypothesis about that development where it is considered the researcher teacher model as desirable reference. In the chapter about research methodology, it is developed a category system that allows designing tools to collect data and information and it serves as a reference for analyzing them. The collection and analysis of data and information is designed in two phases: a quantitative phase is carried out starting from the distribution of questionnaires to teachers of Social Education, Geography and History in Secondary Education into Huelva and its province; and a qualitative phase of case study, which explores the teaching of one of the teachers. In the quantitative stage of research, it is analyzed what teachers think in relation to the contents and methodology of citizenship education in the teaching of Social Education, seeking to know the role that the inclusion of the dimensions of memory has in this process. A questionnaire to teachers of this area in Huelva and its province is applied to conduct an exploratory and factorial analysis allowing us to understand the relationships between variables with the support of the statistical analysis program "SPSS", which finally allows us to establish new educational profiles from a factors reduction. Subsequently, our case is selected in terms of a desirable response profile in the questionnaire and through the initial interview of teacher conceptions. Regarding the case study, it is delved in the citizen model that promotes the selected teacher and what and how he teaches citizenship and dimensions of the memory in Social Education classes. To do this, based on the category system and with the support of the program �Atlas ti�, the transcribed information from interview of teacher conceptions, recording of the development of classes, the main curricular material used in classroom, the final questionnaires of students� perception and the final interview of teacher reflection are categorized. Subsequently, we conduct the qualitative analysis through a double triangulation of multiple information sources that allows us to contrast the subjectivity and ensure the credibility of our research to include the students� perception in relation to the recording of the development of classes and reflection and interpretation that the teacher constructs about the most representative answers from their students. As a result of previous analysis, it is obtained a major teaching profile that differ to the case on issues regarding the role of citizenship rights and duties, the importance of promoting the social change through the teaching of Social Education and the role of memory of another. He prioritizes the rights, gives great prominence to public claims as a driver of social change and it establishes a strong link between the memory of another and the teaching of History in 4th of Secondary Education, taking the committed impartiality model as his own model and doing a preferential use of deliberative strategies during the development of classes.