Desencuentros con la Formación Docente para la Justicia Social. Currículos y Actitudes sobre Democracia y Ciudadanía
Disagreements with Teacher Education for Social Justice. Curriculums and Attitudes about Democracy and Citizenship
With the return to democracy in 2001, the interest of the Peruvian education system in citizenship education and democracy was reflected in the incorporation of these subjects into the curricula of basic training and in the management of schools. Additionally, these topics were included in the design of the educational policy system and formed part of the in-service training of teachers. Several studies report that the attitudes, beliefs and values of the members of the educational community about democracy and citizenship have failed because these concepts have not been build outside of the formal definition or away from its institutional dimension. The main objective of this article is to identify those points of disagreement from the analysis of the official curriculum of initial teacher training in the specialty of primary education in Pedagogical Institutes (IESP). Moreover, it analyses the attitudes of teachers towards democracy and citizenship. The results show that there are disagreements between the expected teacher education and their attitudes towards democracy.
Teacher education, Citizenship education, Curriculum, Democracy, Social justice.
Cuenca, R., Carrillo, S.,
& Reátegui, L. (2016). Desencuentros con la formación docente para la justicia social. Currículos y actitudes sobre democracia y ciudadanía.. [Disagreements with teacher education for social justice. Curriculums and attitudes about democracy and citizenship]. International Journal of Education for Social Justice (RIEJS), 5(2),