The citizenship in the training of high school students in the dimension of teaching

Abstract

The study aimed at identifying and analysing how the teacher practice approaches the citizenship in a public school and in a private school, both located in a city of Vale dos Sinos/RS. It was characterized as qualitative descriptive and interpretative. The immersion in the empirical field happens through observations (from 13/03/2018 to 13/06/2018 in the public school and from 21/03/2018 to 14/06 in the private school), field journals and interviews. It was found out that the teaching methods used in both schools influence directly in the training for citizenship, reflecting directly in the teacher practice. In the public school, the traditional and content-focused method and the division of school subjects limited the development of citizenship as a daily practice, therefore, the teacher practice also followed this framed model, being the teacher’s responsibility, in their school subject, to be committed to foster the exercise of daily practice in order to develop the citizenship. In the private school, the teacher practice performed based on conflict resolution activities resulting from the active and collaborative methods fostered the creation of projects that covered many knowledge areas, making it possible for the student to realize problems based on these areas. However, we realized that some teachers still had difficulties to encourage students to reflect.