Educational policies and the formation of future citizenship in Chile and Spain (1970-2016)

Objective: This article aims to comparatively study the Spanish and Chilean legislation (1970-2016) within the framework of citizenship education, in order to analyze the projects of the society of the future, as well as their main characteristics. Originality / contribution: this aspect of the disc...

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Tipo de recurso:: http://purl.org/coar/resource_type/c_6744

Fecha de publicación:: 2021

Institución:: Universidad Pedagógica y Tecnológica de Colombia

Repositorio:: RiUPTC: Repositorio Institucional UPTC

Idioma:: spa

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dc.title.en-US.fl_str_mv	Educational policies and the formation of future citizenship in Chile and Spain (1970-2016)
dc.title.es-ES.fl_str_mv	Políticas educativas y formación de la ciudadanía del futuro en Chile y España (1970-2016)
dc.title.pt-BR.fl_str_mv	Políticas educativas e formação da cidadania do futuro no Chile e na Espanha (1970-2016)
title	Educational policies and the formation of future citizenship in Chile and Spain (1970-2016)
spellingShingle	Educational policies and the formation of future citizenship in Chile and Spain (1970-2016) educational policy comparative education educational forecasting Chile Spain política educacional educación comparada prospección educacional Chile España política educacional educação comparada prospecção educacional Chile Espanha
title_short	Educational policies and the formation of future citizenship in Chile and Spain (1970-2016)
title_full	Educational policies and the formation of future citizenship in Chile and Spain (1970-2016)
title_fullStr	Educational policies and the formation of future citizenship in Chile and Spain (1970-2016)
title_full_unstemmed	Educational policies and the formation of future citizenship in Chile and Spain (1970-2016)
title_sort	Educational policies and the formation of future citizenship in Chile and Spain (1970-2016)
dc.subject.en-US.fl_str_mv	educational policy comparative education educational forecasting Chile Spain
topic	educational policy comparative education educational forecasting Chile Spain política educacional educación comparada prospección educacional Chile España política educacional educação comparada prospecção educacional Chile Espanha
dc.subject.es-ES.fl_str_mv	política educacional educación comparada prospección educacional Chile España
dc.subject.pt-BR.fl_str_mv	política educacional educação comparada prospecção educacional Chile Espanha
description	Objective: This article aims to comparatively study the Spanish and Chilean legislation (1970-2016) within the framework of citizenship education, in order to analyze the projects of the society of the future, as well as their main characteristics. Originality / contribution: this aspect of the discussion of the proposed analyses is considered relevant firstly because of the comparative nature of the work and, secondly, because of the importance of the questions developed from concepts and criteria traditionally used in education and, specifically, in terms of citizenship education (citizenship, participation, politics, etc.). Method: It is a qualitative and theoretical-conceptual work guided by the principles of documentary research (revision of educational laws) that aims to create new debates regarding the political problems that revolve around prospective citizenship education. Strategies / information gathering: specialized literature (educational problem), as well as a review of critical theoretical perspectives (political problem) to address concrete efforts about what type of profile (ideal) of citizenship is intended to be built by means of specific educational plans. As we will see in this article, these plans and projects will be delimited, to a large extent, by supranational criteria (context of the problem). Conclusions: Everything seems to point to a plan to preserve "old" concepts such as modernity and progress, in favor of an authentic resurgence disguised as a "hypermodernity" subject to the new (economic) rules of progress and framed in citizenship formation (education).
publishDate	2021
dc.date.accessioned.none.fl_str_mv	2024-07-05T19:15:10Z
dc.date.available.none.fl_str_mv	2024-07-05T19:15:10Z
dc.date.none.fl_str_mv	2021-04-25
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dc.identifier.none.fl_str_mv	https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/11118 10.19053/01227238.11118
dc.identifier.uri.none.fl_str_mv	https://repositorio.uptc.edu.co/handle/001/14903
url	https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/11118 https://repositorio.uptc.edu.co/handle/001/14903
identifier_str_mv	10.19053/01227238.11118
dc.language.none.fl_str_mv	spa
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dc.relation.none.fl_str_mv	https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/11118/10975 https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/11118/11307
dc.rights.en-US.fl_str_mv	Copyright (c) 2021 JOURNAL HISTORY OF LATIN AMERICAN EDUCATION
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rights_invalid_str_mv	Copyright (c) 2021 JOURNAL HISTORY OF LATIN AMERICAN EDUCATION https://creativecommons.org/licenses/by-nc-nd/4.0/ http://purl.org/coar/access_right/c_abf245 http://purl.org/coar/access_right/c_abf2
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dc.publisher.en-US.fl_str_mv	Sociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombia
dc.source.en-US.fl_str_mv	Revista Historia de la Educación Latinoamericana; Vol. 23 No. 36 (2021): Josefa Tolero de Aguirre
dc.source.es-ES.fl_str_mv	Revista Historia de la Educación Latinoamericana; Vol. 23 Núm. 36 (2021): Josefa Tolero de Aguirre
dc.source.none.fl_str_mv	2256-5248 0122-7238
institution	Universidad Pedagógica y Tecnológica de Colombia
repository.name.fl_str_mv	Repositorio Institucional UPTC
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spelling	2021-04-252024-07-05T19:15:10Z2024-07-05T19:15:10Zhttps://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/1111810.19053/01227238.11118https://repositorio.uptc.edu.co/handle/001/14903Objective: This article aims to comparatively study the Spanish and Chilean legislation (1970-2016) within the framework of citizenship education, in order to analyze the projects of the society of the future, as well as their main characteristics. Originality / contribution: this aspect of the discussion of the proposed analyses is considered relevant firstly because of the comparative nature of the work and, secondly, because of the importance of the questions developed from concepts and criteria traditionally used in education and, specifically, in terms of citizenship education (citizenship, participation, politics, etc.). Method: It is a qualitative and theoretical-conceptual work guided by the principles of documentary research (revision of educational laws) that aims to create new debates regarding the political problems that revolve around prospective citizenship education. Strategies / information gathering: specialized literature (educational problem), as well as a review of critical theoretical perspectives (political problem) to address concrete efforts about what type of profile (ideal) of citizenship is intended to be built by means of specific educational plans. As we will see in this article, these plans and projects will be delimited, to a large extent, by supranational criteria (context of the problem). Conclusions: Everything seems to point to a plan to preserve "old" concepts such as modernity and progress, in favor of an authentic resurgence disguised as a "hypermodernity" subject to the new (economic) rules of progress and framed in citizenship formation (education).Objetivo: este artículo tiene como propósito, estudiar comparativamente las legislaciones educativas española y chilena (1970-2016) en el marco de la formación ciudadana, con el fin de analizar los proyectos de la sociedad de futuro que se abordan, así como sus principales características. Originalidad/aporte: este dado de la discusión de los análisis propuestos se considera relevante dadas, en primer lugar, la naturaleza comparada del trabajo y, en segundo lugar, la pertinencia de las interrogantes desarrollas en los conceptos y criterios tradicionalmente utilizados en educación y, específicamente, en materia de formación ciudadana (ciudadanía, participación, política, etc.). Método: El trabajo fue de naturaleza cualitativa, siguiendo una investigación documental (leyes educacionales) y también teórico-conceptual, con la finalidad de crear nuevos debates con respecto a las problemáticas políticas que giran en torno a la formación ciudadana en perspectiva prospectiva. Estrategias/recolección de información: las estrategias de recolección de información de la literatura especializada (problema educativo), así como de una revisión de miradas teóricas críticas (problema político) para abordar en los planes específicos de formación ciudadana los esfuerzos concretos acerca de qué tipo de perfil (ideal) de ciudadanía se pretenden construir. Como veremos en este artículo, dicho planes y proyectos estarán delimitados, en gran medida, por criterios supranacionales (contexto de la problemática). Conclusiones/: Todo parece apuntar hacia un plan por conservar “viejos” conceptos como modernidad y progreso, en vistas de un auténtico revival en forma de “hipermodernidad” sujeta a las nuevas reglas (económicas) del progreso en el marco de la formación ciudadana (educación).Objetivo: este artigo tem como propósito estudar comparativamente as legislações educativas espanhola e chilena (1970-2016) no âmbito da formação cidadã, com a finalidade de analisar os projetos da sociedade do futuro que se abordam, assim como suas principais características. Originalidade/contribuição: considera-se relevante este dado da discussão das análises propostas, devido, em primeiro lugar, à natureza do trabalho e, em segundo lugar, à pertinência das questões desenvolvidas nos conceitos e critérios tradicionalmente utilizados na educação e, especificamente, em matéria de formação cidadã (cidadania, participação, política, etc.). Método: o trabalho foi de natureza qualitativa, seguindo uma pesquisa documental (leis educacionais) e também teórico-conceitual, com a finalidade de criar novos debates com respeito às problemáticas que giram em torno da formação cidadã em perspectiva prospectiva. Estratégias/coleta de dados: as estratégias de coleta de dados da literatura especializada (problema educativo), assim como de uma revisão de perspectivas teóricas críticas (problema político) para abordar os planos específicos de formação cidadã, os esforços concretos acerca de que tipo de perfil (ideal) de cidadania se pretende construir. Como veremos neste artigo, referidos planos e projetos estarão delimitados, em grande medida, por critérios supranacionais (contexto da problemática). Conclusões: Tudo parece apontar para um plano por conservar “velhos” conceitos como modernidade e progresso, considerando um autêntico revival na forma de “hipermodernidade” sujeita a novas regras (econômicas) do progresso no marco da formação cidadã (educação).application/pdftext/htmlspaspaSociedad de Historia de la Educación Latinoamericana y la Universidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/11118/10975https://revistas.uptc.edu.co/index.php/historia_educacion_latinamerican/article/view/11118/11307Copyright (c) 2021 JOURNAL HISTORY OF LATIN AMERICAN EDUCATIONhttps://creativecommons.org/licenses/by-nc-nd/4.0/http://purl.org/coar/access_right/c_abf245http://purl.org/coar/access_right/c_abf2Revista Historia de la Educación Latinoamericana; Vol. 23 No. 36 (2021): Josefa Tolero de AguirreRevista Historia de la Educación Latinoamericana; Vol. 23 Núm. 36 (2021): Josefa Tolero de Aguirre2256-52480122-7238educational policycomparative educationeducational forecastingChileSpainpolítica educacionaleducación comparadaprospección educacionalChileEspañapolítica educacionaleducação comparadaprospecção educacionalChileEspanhaEducational policies and the formation of future citizenship in Chile and Spain (1970-2016)Políticas educativas y formación de la ciudadanía del futuro en Chile y España (1970-2016)Políticas educativas e formação da cidadania do futuro no Chile e na Espanha (1970-2016)info:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_6744http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a328http://purl.org/coar/version/c_970fb48d4fbd8a85García Fernández, Gonzalo Andrés001/14903oai:repositorio.uptc.edu.co:001/149032025-07-18 12:00:42.717https://creativecommons.org/licenses/by-nc-nd/4.0/metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co

Educational policies and the formation of future citizenship in Chile and Spain (1970-2016)

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