Search

Las versiones del republicanismo coinciden en resaltar el valor de las virtudes cívicas de los ciudadanos. Habitualmente este enfoque no incorpora las implicaciones metaéticas de la ética de las virtudes. Por este motivo, este artículo analiza la noción de virtudes cívicas en la visión de la ética de las virtudes. Primero, se propone un enfoque epistemológico de ética dialógica para la ética de las virtudes. Segundo, se estudia la consideración de la virtud en el razonamiento práctico, especialmente respecto de la solidaridad y los comportamientos altruistas. Tercero, se analiza la tesis de la unidad de las virtudes que explora si el republicanismo es una opción perfeccionista y en qué sentido. The versions of republicanism coincide in emphasizing the value of civic virtues of citizens. Usually this approach doesn’t incorporate the metaethical implications of the ethics of virtue. For this reason, this article analyzes the notion of civic virtues in the view of the ethics of virtue. First, it proposes an epistemological approach of dialogical ethics for the ethics of virtue. Second, it studies the consideration of the virtue in the practical reasoning, specially respect the solidarity’s or altruistic behaviors. Third, it analyzes the thesis of the unity of the virtues that explores if the republicanism is a perfectionist option and in what sense.

Escrito por Coelho Netto e publicado em 1897 pela Editora Bevilacqua & C., América foi provavelmente o primeiro livro de educação cívica em prosa de ficção escrito por um autor brasileiro. Seguindo um modelo que se tornou célebre com o estrondoso sucesso de Coração, de Edmondo de Amicis, América não teve a mesma acolhida do romance italiano e nem mesmo de outros livros brasileiros do gênero, como, por exemplo, Através do Brasil. Este artigo tem como objetivo discutir alguns dos principais tópicos do livro e analisar aspectos que permitem sua leitura como uma espécie de utopia republicana para crianças. América, written by Coelho Netto and published in 1897 by Editora Bevilacqua & C., was probably the first civic book in prose fiction written by a Brazilian author. Following the model that became notorious with the extraordinary success of Heart, by Edmondo de Amicis, América did not achieve in Brazil a comparable fame with the Italian novel neither with other Brazilian civic books such as Através do Brasil, for example. This article discusses some of the main topics of the book and analyses features that enable us to read América as a kind of republican utopia for children. Écrit par Coelho Netto et publié em 1897 par l'Editora Bevilacqua & C., América est probablement le premier livre d'éducation civique écrit en prose de fiction par un auteur brésilien. Dans le sillage d'un modèle devenu célèbre par le succès éclatant de Le livre coeur d'Edmondo de Amicis, América n'a pas eu le même retentissement du roman italien, ni d'ailleurs celui d'autres ouvrages brésiliens du genre, comme, par exemple, Através do Brasil. Cet article discute quelques-uns des thèmes du livre et analyse des aspects qui permettent de le lire comme une sorte d'utopie républicaine adressée aux enfants.

This master s degree s dissertation results from a research whose sources were newspapers published in the city of Patos de Minas, state of Minas Gerais, between 1889 and 1930. It aimed to examine the intensity of local discourses in favor of school education. According to the guidelines of the history and education historiography research line, the dealing with sources aimed to identify the social representations ascribed to education and how newspaper worked as a vehicle for the pedagogical discourses. The research development allowed to evaluate ideas spread by the press and to verify if the latter kept a link with the liberal ideas of order and progress related to the newly-created Brazilian republic. Results base the following understanding of the social changes taking place in Patos de Minas at the time: though disconnectedly newspaper articles reflected internally a conception of education promoted by the republican system; rather than defend education for all the people journalists approved the new government regime and spread the local notion of national order. In this regard, this work permit to assert that that the local press did not promoted education as way of reaching progress; rather, it adhered to the newly-established regime and acted as a transmitter of its ideology. Esta dissertação é o resultado da pesquisa com periódicos que circularam na cidade mineira de Patos de Minas no período de 1889 a 1930. A imprensa local se constitui na fonte da pesquisa e teve o objetivo de examinar a intensidade dos discursos locais em prol da educação escolar. Considerando as diretrizes metodológicas da Linha de Pesquisa em História e Historiografia da Educação do Programa de Pós-Graduação em Educação, o eixo norteador do manuseio das fontes esteve direcionado para a identificação das representações sociais atribuídas à educação escolar, bem como a fundamentação do discurso pedagógico veiculado nos jornais de época. Assim, o andamento da pesquisa permitiu a avaliação das idéias propagadas pela imprensa, procurando aferir a ocorrência do vínculo com o ideário liberal pretendido pela proclamação da República, a saber, o da ordem e do progresso. O resultado final das atividades com as fontes oferece a seguinte compreensão do processo de mudança social no município de Patos de Minas: os artigos selecionados refletiam em seu interior, com raciocínios desarticulados, a concepção de educação suscitada pela introdução do sistema republicano federativo; mais do que a defesa da escolarização para todas as camadas sociais, os articulistas davam assentimento ao novo regime e propagavam a percepção local da ordem nacional. Por fim, o trabalho permite afirmar que a imprensa local não desempenhou as funções de vanguarda e de proponente da escolarização como mobilização para o progresso; a imprensa se limitou a aderir ao novo regime, recém implantado e fez veicular a sua ideologia. Mestre em Educação

Este artigo aborda a experiência dos Comitês Gestores de Bairro, canais de gestão participativa introduzidos na Baixada Fluminense pelo Governo Estadual do Rio de Janeiro para garantir a participação de moradores nas discussões referentes à implementação do Programa Nova Baixada. Para averiguar as potencialidades e os obstáculos encontrados por estes canais de participação nas decisões políticas locais e verificar se funcionaram efetivamente como instrumentos de inclusão democrática, utilizaram-se dados de uma pesquisa de campo realizada pela Universidade Estadual do Rio de Janeiro em 2005, que entrevistou moradores das áreas beneficiadas pelo Programa, membros dos Comitês e gestores do programa. Os resultados revelaram a hierarquização no processo decisório e a baixa participação da maioria da população nas deliberações, restringindo o funcionamento dos Comitês como instâncias participativas. This article deals with the experience of the Neighborhood Management Committees, participative management channels that were introduced in the Fluminense Coastal Plain area [close to Rio de Janeiro] by the Rio de Janeiro State Government, with the idea of guaranteeing that local residents participate in any discussions relative to the implementation of the New Coastal Plain Program. In order to check the potential and the obstacles encountered by these channels when it came to participating in local political decisions and to see if they worked effectively as instruments of democratic inclusion data was used that was taken from field research carried out by the State University of Rio de Janeiro in 2005, which interviewed local residents from the areas that benefited from the program, members of committees and program managers. The results revealed the existence of the creation of a hierarchy in the decision-making process and reduced participation by the majority of the population in deliberations, which restricted the functioning of the committees as participative forums.

En este artículo se hace una presentación general de los resultados investigativos que, sobre la historia de Colombia en el siglo XX y sobre los textos escolares de ciencias sociales como bases fundamentales de la construcción de la identidad nacional, ha dado a la luz el Grupo de Investigación en Educación y Cultura Política de la Universidad Pedagógica Nacional. De la misma manera, se ofrece una visión panorámica de cómo los ciudadanos colombianos del siglo XX construyeron su imaginario histórico y político a partir de los manuales escolares de historia, geografía y civismo con que los educaron, para dibujar claramente una determinada identidad nacional, en contraste con la situación de los colombianos actuales basan su imaginario nacional en la cultura mediática. This article deals with a general presentation of the results which the research team called Investigación en Educación y Cultura Política de la Universidad Pedagógica Nacional have released about the Colombian History during the 20th century, and about the Social Sciences textbooks as basements of the national identity construction. In the same way, the current text gives a panoramic review about how the 20th century Colombian citizens built their politic and historical imaginary, based on the information they got from the History, Geography and Civics textbooks, which they were taught with, in order to define a clear and specific national identity, in contrast to the situation of nowadays Colombians, who draw their national imaginary from the mass media culture.

Um crescente interesse pelo estudo do civismo nas organizações tem sido observado pela sua importância para sobrevivência e alcance da efetividade organizacional. Civismo nas organizações são atos espontâneos dos trabalhadores que beneficiam o sistema organizacional. Os instrumentos utilizados para medir esses comportamentos, na sua maioria, têm apresentado falhas devido à confusão sobre o conceito ou deficiência nos coeficientes de precisão. Constituiu-se objetivo deste trabalho desenvolver e validar um instrumento de medida de intenção comportamental de civismo nas organizações. O instrumento foi aplicado em 1110 funcionários de diversas organizações do Distrito Federal. Os dados obtidos foram submetidos a análises fatoriais utilizando-se o método Paf com rotação oblíqua. Os resultados indicaram 5 fatores com alfa de Cronbach superior a 0,80. Há indicação de uma estrutura de segunda ordem e são discutidas as limitações do uso da escala. Conclui-se que a validação da escala foi devidamente estabelecida e que esta pode ser utilizada em pesquisa e, mesmo, para diagnóstico organizacional. Organizational civism is an organizational behavior that enables organizational effectiveness. Organizational civism are spontaneous behaviors that favor organizational system. Most of the instruments used to measure these behaviors have deficiencies in their reliability or in the operationalization of the construct. The purpose of this study was to develop and validate a scale of organizational civism behavior intention. The instrument was responded by 1110 employees of various organizations from the Federal District of Brazil. A factorial analysis was performed using the Paf method with Oblimim rotation. The results indicated five factors with Cronbach's alpha higher than 0.80. It is suggested a second order structure and the limitations of the use of scales are discussed. The validation of this scale was established and it may be used in research and organizational interventions as well.

Starting from the idea that the present concern with citizenship education is a form of reminiscence of the philosophical interest of the Ancients regarding this question, this article attempts to demonstrate that the recovery of this tradition is apt to enlighten the pedagogical stakes of this concern. Not only is the critical formation of the citizen posited by the philosophers as an essential structure for the vitality and the political balance of a society but it is found very often at the centre of their philosophical project. By adopting a historical-critical approach, I wish in this way to develop the idea that the formation of critical thinking, beyond all acquisition of transversal competence, constitutes the pillar of civic competence. This last point will allow us to bring out certain paradoxes regarding the finality of civic education. Finally it is by restoring the ancient dilemma of the conflict between the critical and the civic, as illustrated by the Socratic figure, that I shall propose a model of citizenship practice.

En el presente artículo se hace una aproximación conceptual a la propuesta de Ciudad Educadora desde varios autores, partiendo por reconocer las transformaciones de las ciudades contemporáneas, donde se vivencia una desgarradora tensión entre la modernidad y las tradiciones, la masificación y la inseguridad y el deterioro de la ciudad como espacio público. En estas metrópolis, donde el ciudadano común ha perdido posibilidades para reconocerse, se asiste a la necesidad de construir un nuevo "civismo" que permita la vida civilizada en las ciudades. Se acude así a la "cifra pedagógica" que contiene toda ciudad, pues en ella sus pobladores también pueden aprender cómo se aprende a diario en la vida y se socializan, sin que ello signifique el despliegue de la institucionalidad y del poder disciplinario de la escuela sobre ella. In this article, a conceptual approximation is made to the proposal of The Educating City, from various authors, starting from the acknowledgement of the transformations of contemporary cities, where a heartbreaking tension is experienced between modernity and traditions, massification and insecurity and the deterioration of the city as a public space. In these metropolies, where the common citizen has lost possibilities to recognize himself, the need to build a new "civism", that would open way for the civilized life in cities, is urged. It is thus appealed to the "pedagogic figure" which every city contains, for in it, its inhabitants can also learn how to learn daily and they socialize among themselves, without this meaning the unfolding of institutionality and the school disciplinary power over it.

The notion of democracy occupies a privileged place in our society. Educators and policymakers are increasingly pursuing a broad variety of programs that aim to promote democracy through civic education, service learning, and other pedagogies. The nature of their underlying beliefs, however, differs. “What Kind of Citizen?” calls attention to the spectrum of ideas represented in education programs about what good citizenship is and what good citizens do. Our argument derives from an analysis of both democratic theory and a two year study of educational programs in the U.S. that aim to promote democracy. The study employed a mixed-methods approach, combining qualitative data from observations and interviews with analysis of program documents and quantitative analysis of pre/post survey data. We detail three conceptions of the “good” citizen: personally responsible, participatory, and justice oriented that emerged from literature analysis and from our study. We argue that these three conceptions embody significantly different beliefs regarding the capacities and commitments citizens need in order for democracy to flourish; and they carry significantly different implications for pedagogy, curriculum, evaluation, and educational policy. We underscore the political implications of education for democracy and suggest that the narrow and often ideologically conservative conception of citizenship embedded in many current efforts at teaching for democracy reflects not arbitrary choices but rather political choices with political consequences.

La cultura ciudadana, siendo el comportamiento y actitudes de los ciudadanos frente a las normas cívicas, tiene como escenario el espacio público. Al alterar este escenario se pueden generar diversas respuestas en el comportamiento, convivencia y respeto de los habitantes. El objetivo de la tesis es valorar, comprender y analizar el impacto que han generado las transformaciones urbanas del espacio público del barrio El Carmel sobre la cultura ciudadana, por medio de un estudio cuantitativo y cualitativo que evalúe las características físicas del nuevo espacio público, el cambio del comportamiento ciudadano en el entorno, la convivencia y la percepción de evolución cívica posterior a la transformación urbana. The civic culture, being the behavior and attitudes of citizens toward civic norms, is staged in public spaces. When this scenario is altered can be generated different responses in behavior, coexistence and respect of people. The aim of the thesis is to assess, understand and analyze the impact that generates the urban transformations of public space in the neighborhood of El Carmel in civic culture, through a quantitative and qualitative study that evaluates the physical characteristics of the new public space, the citizen behavior change in the environment, the coexistence and the civic developments perceived post-urban transformation.