La cittadinanza e la costituzione nei libri di testo di storia. Il quinto anno nei licei classiciun caso di studio

  1. Troisi, Filomena 1
  2. López Fernández, José Antonio 2
  3. Medina Quintana, Silvia 1
  1. 1 Universidad de Córdoba
    info

    Universidad de Córdoba

    Córdoba, España

    ROR https://ror.org/05yc77b46

  2. 2 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

Journal:
El Futuro del Pasado: revista electrónica de historia

ISSN: 1989-9289

Year of publication: 2023

Issue Title: Contemporary Spaces of Utopia and Dystopia: A Historical Perspective

Issue: 14

Pages: 585-601

Type: Article

DOI: 10.14201/FDP.28089 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: El Futuro del Pasado: revista electrónica de historia

Sustainable development goals

Abstract

The teaching of citizenship and the Constitution is a valuable indicator of the degree of cultural development in a country. It is an educational issue that is played out in the classroom, in curricula, in curriculum planning, and in everyday teaching. By implementing citizenship and democracy education in schools at all levels, students will be able to acquire the basic civic education that is necessary and indispensable for their participation in social, political and democratic life. In Italy, citizenship education and the study of the Constitution are part of the teaching of contemporary history. This article analyses the six contemporary history textbooks used in the nine fifth-year classes of the three classical high schools in the city of Avellino in the 2019-2020 school year. In each textbook, the presence or absence of a part devoted exclusively to topics related to citizenship and the Constitution was checked. It was found that only two of the six textbooks have such a part. The topics addressed in these textbooks were then listed and their form and contents were analysed. A further critical assessment of the contents and the accompanying teaching activities was conducted in order to evaluate the extent to which the topics were problematized. From this data, it is still evident that these topics still receive little interest and attention.

Bibliographic References

  • Ávila Ruiz, R., Borghi, B., Mattozzi, I. (2009). L’educazione alla cittadinanza europea e la formazione degli insegnanti. Bologna: Pàtron Editore.
  • Borghi, B., Montanari, D. (2021). La enseñanza de la Historia en Italia, entre pasado, reformas y horizontes futuros. El Futuro del Pasado: revista electrónica de historia, 12, pp. 91-121. https://doi.org/10.14201/fdp20211291121
  • Castellví, J., Massip, M., Pagès, J. (2019). Emociones y pensamiento crítico en la era digital: un estudio con alumnado de formación inicial. REIDICS: Revista de Investigación en Didáctica de las Ciencias Sociales, 5, pp. 23-41. https://doi.org/10.17398/2531-0968.05.23
  • Chiaramonte, U. (2000). Indagine sull’apprendimento della storia tra gli studenti dell’ultimo anno delle scuole superiori. Innovazione educativa, 6, pp. 22-25.
  • Dahlgren, P. (2003). Reconfiguring Civic Culture in the New Media Milieu. In J. Corner & D. Pels (eds.), Media and the restyling of politics: Consumerism, celebrity and cynicism (pp. 151-170). Londra: SAGE Books. https://doi.org/10.4135/9781446216804
  • Damiano, E. (1990). L’insegnamento come azione. In C. Scurati (comp.), Realtà e forme dell’insegnamento (pp. 23-31). Brescia: La Scuola.
  • Dejaeghere, Y., Hooghe, M. (2009). Brief report: Citizenship concepts among adolescents. Evidence from a survey among Belgian 16-years-old. Journal of Adolescence, 32(3), pp. 723-732. https://doi.org/10.1016/j.adolescence.2009.01.007
  • Díaz Matarranz, J. J., Santisteban, A., Cascarejo Garcés, Á. (2013). Medios de comunicación y pensamiento crítico: nuevas formas de interacción social. Alcalá de Henares: Editorial de la Universidad de Alcalá.
  • Farthing, R. (2010). The politics of youthful antipolitics: representing the ‘issue’ of youth participation in politics. Journal of Youth Studies, 13(2), pp. 181-195. https://doi.org/10.1080/13676260903233696
  • Haste, H., Hogan, A. (2006). Beyond conventional civic participation, beyond the moral-political divide: young people and contemporary debates about citizenship. Journal of Moral Education, 35(4), pp. 473-493. https://doi.org/10.1080/03057240601012238
  • Husfeldt, V., Nikolova, R. (2003). Students’ concepts of democracy. European Educational Research Journal, 2(3), pp. 396-409. https://doi.org/10.2304/eerj.2003.2.3.6
  • Kennedy, K. J., Hahn, C. L., Lee, W. O. (2008). Constructing citizenship: Comparing the views of students in Australia, Hong Kong, and the United States. Comparative Education Review, 52(1), pp. 53-91. https://doi.org/10.1086/524306
  • Mattozzi, I. (2012). Insegnare ed apprendere la storia con le Indicazioni. In S. Loiero e M. Spinosi (cur.), Fare scuola con le Indicazioni. Testo e commento. Didattica e spunti operativi (pp. 61-71). Napoli: Giunti e Tecnodid.
  • Pagès, J. (2009). La educación para la ciudadanía y la enseñanza de la historia: cuando el futuro es la finalidad de la enseñanza del pasado. Reseñas de Enseñanza de la Historia, 6, pp. 71-89. http://relibro.uncoma.edu.ar/index.php/resenas/article/view/3905
  • Portincasa, A. (2020). La Storia nella scuola. La Scuola nella storia. Novecento. Didattica de la Storia in rete,117.
  • Sant, E. (2014). What does Political Participation Mean to Spanish Students? Journal of Social Science Education, 13(4), pp. 11-25. https://doi.org/10.2390/jsse-v13-i4-1321
  • Santisteban, A., González, N., & Pagès, J. (2010). Una investigación sobre la formación del pensamiento histórico. En R. Ávila Ruiz, M. P. Rivero Gracia, P. L. Domínguez Sanz (eds.), Metodología de investigación en Didáctica de las Ciencias Sociales (pp. 115-128). Zaragoza: Fernando el Católico – Diputación de Zaragoza/ AUPDCS.
  • Zannini, A. (2016). Il manuale di storia nella scuola d’oggi: la parola agli insegnanti. In F. Savorgnan de Brazzà (ed.), Carte e i discepoli : studi in onore di Claudio Griggio (pp. 504-513). Forum. https://doi.org/10.1400/247520
Data source: Dialnet