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Universities are a formative scenario that transforms reality and their actions must go beyond commitment and citizen solidarity. The objective of this review article is to present a study on the conceptualization, definition and education in values, and an analysis of the theoretical-methodological referents of University Social Responsibility. Systematic literature review and bibliometric analyses were carried out in the programs VOSviewer version 1.6.19 and Connected Papers. The results show that strengthening the sense of identity and belonging of the competent professional committed to academic, economic, social and environmental actions, with respect to the place where he/she studies, lives and works, is fundamental to achieve transformations in order to improve the quality of citizenship education. In conclusion, it is necessary to continue stimulating the apprehension of the value of university social responsibility in higher education institutions. [ABSTRACT FROM AUTHOR]

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This paper is the result of an ongoing research project, the objective of which is to interpret citizenship training in higher education, through a comparative analysis in the department of Antioquia between 1994-2020, to contribute to the strengthening of the democratic practices of university professors. Methodologically, it is a qualitative research in which a comparative study is carried out in the universities of Antioquia, EAFIT and San Buenaventura, by means of information collection technique such as documentary review, semistructured interviews and focus groups with professors from said universities, including those who hold management positions, and some students, with whom we inquired about citizenship training and democratic practices in the university environment. The objective of the paper is to return to the three main theoretical references of the study, the model of participatory democracy, the political dimension of the university professor and the distinction between education for citizenship and citizenship training. The study shows that, more than the perspective of education for citizenship, due to its scope it is the citizen training approach that best contributes to thinking about reinforcement of democratic relationships between professors and students, while allowing a better comprehension of the social and political dimension of university professors. [ABSTRACT FROM AUTHOR]

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Schools are required to educate students in community and citizenship. This overall aim comprises a number of specific objectives: to communicate a set of contents, to foster certain values and attitudes, and to develop a range of skills. The purpose of this paper is to present the findings from a survey dealing with issues related to Citizenship Education (CE); 1,557 third-year students in secondary education in the Zaragoza region were surveyed. The paper is structured as follows: first, the international framework within which CE is promoted is described. The issue is then discussed in relation to established Spanish legislation in this regard. Thereafter, the empirical results from a case-study survey carried out among students attending schools in Zaragoza are presented. The focus of the survey was to evaluate student responses to EC as a subject, and its objective was to analyze the views of students both before and after their participation in the subject during academic year 2008-2009, the first year the subject was taught in the Spanish school system. The results show that there is significant improvement in the theoretical knowledge block, which is consistent with student experience on a taught course at school; however, there is no appreciable improvement in the blocks relating to values and attitudes. [ABSTRACT FROM AUTHOR]

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School knowledge in elementary level is presented through text books; these are part of the formal curricula, and a teacher's path to follow in several occasions. In our country many studies have been made regarding this matter, through different approaches. In this paper, our focus is to analyze the information about the notion of participation within 4th to 6th grade Citizenship text books, understanding that participation involves students as social subjects. Thus, a descriptive study was made with a content analysis method, based upon the analysis of extracts from three texts edited by the Secretariat of Public Education in Mexico. According to the previous study, the results show a predominance of a political dimension by repeatedly addressing democracy as a method of government supported by representation, which is given through indirect participation. Due to this analysis we can infer that participation is only valid under the mechanisms that said democracy establishes, and therefore we can realize the contradictions between the competencies that are expected to be learned and the information presented in the analysis sources. [ABSTRACT FROM AUTHOR]

Copyright of Revista Latinoamericana de Estudios Educativos (1900-9895) is the property of Universidad de Caldas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Nowadays, culture based on politeness and harmonious coexistence between humans is ethically and socio-professionally degenerating. This problem has to be immediately solved through higher education. This paper is intended to present the teaching strategy adopted for students of the College of Physical Culture in Santiago de Cuba, which focuses attention on historical sports culture with the aim of contributing to the professional and comprehensive education of college students. The strategy is based on the relationship between citizenship education, physical culture, and sports. [ABSTRACT FROM AUTHOR]

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This paper presents an analysis of the scientific content of the electoral programs. The aim of this study is to identify the cognitive demands of these documents on the citizenship. In order to do that, we have analysed the programs of the four most voted national parties in the general elections on 2011 [in Spain]. The results show that the parties deal with various topics of scientific and technological nature in their programs. Furthermore, the analysis of the cognitive demands of a particular topic -energy- seems to demand the possession of a high particular knowledge in science, technology, environment and economy. The conclusions indicate some guidance from the teaching of experimental sciences to work this kind of social-scientific content that highly affect citizens. [ABSTRACT FROM AUTHOR]

This paper presents a first approach to a state of the art on public space in Colombia. For this purpose, this article analyze the production of research groups from several universities and institutions, both, public and private. The reviewed studies are organized from the spatial, social, historical and educational perspectives and analyzed from their influence on the urban management. Finally, it is proposed to continue the traking of the development of research on the field in order to fill the gap between research and urban decisions. [ABSTRACT FROM AUTHOR]

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Copyright of Revista Interuniversitaria de Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)