Formación Ciudadana Integral: Una Propuesta para la Práctica Pedagógica en Docentes de Básica Primaria

Abstract

The doctoral thesis work raises as a research problem the lack of citizenship education in public schools. The research focuses on substantiating how citizenship education processes in primary education are generated in a traditional, one-dimensional way and outside the educational interests of students. In addition, the role that the school plays as a social and democratic space is highlighted to establish from the first school level foundations for citizen training in students for an integral and human citizenship. Therefore, teachers are protagonists as training agents that make it possible to generate comprehensive training environments through their pedagogical practice. With the previous approach, this research seeks to understand the conceptions of primary school teachers about citizenship education, in turn, to carry out an analysis of the pedagogical practice in relation to the state educational proposal in order to identify the necessary training elements and build a proposal. citizen training with a comprehensive and human perspective. This study is based on the methodology of educational action research with a collective work with teachers in the theoretical, conceptual and pedagogical approach for the constitution of a critical and social citizenship based on the diversity and multidimensionality of the subjects as well as enabling substantial changes in the conception of citizen training and of the pedagogical practice itself as a contribution to social transformation from basic primary education. Among the main findings, the need to overcome the dominant technical approach in the training process and involve elements such as the social, political, cultural, historical and public in the integration of all dimensions of citizens without any exclusion is identified. In this way, a path of epistemic and theoretical discussion is opened in the integral citizen formation in the school as a pedagogical scenario and knowledge construction.