Citizenship Citizenship

EducationEducation

in Portugalin Portugal

OFFICIAL POLICIESOFFICIAL POLICIES

In the seventies Portugal lived a pioneering In the seventies Portugal lived a pioneering experience by joining the most recent wave of experience by joining the most recent wave of democratic transitions with the 1974 revolution democratic transitions with the 1974 revolution putting an end to the dictatorship and colonial putting an end to the dictatorship and colonial regime.regime.

The Comprehensive Law on the Education The Comprehensive Law on the Education System, approved in 1986, sets out the right System, approved in 1986, sets out the right of every Portuguese citizen to education and of every Portuguese citizen to education and culture and the State´s duty to promote culture and the State´s duty to promote democracy in education as the key feature of democracy in education as the key feature of equality of opportunity.equality of opportunity.

After the Curricular Reform (1989) and After the Curricular Reform (1989) and recently with the revision and reorganisation recently with the revision and reorganisation of basic education (2001), citizenship became of basic education (2001), citizenship became the multidimensional key and broad concept the multidimensional key and broad concept related to global dimensions:related to global dimensions:

- DemocracyDemocracy- Social CohesionSocial Cohesion- DiversityDiversity- InterculturalityInterculturality- Environmental SustainabilityEnvironmental Sustainability- Human RightsHuman Rights- EquityEquity

Thus, education for citizenship is considered:Thus, education for citizenship is considered:

-A high priority of all educational, training, A high priority of all educational, training, and cultural policies;and cultural policies;

- An essential and transversal component of - An essential and transversal component of formal and non-formal contexts;formal and non-formal contexts;

- One of the main pillars of the construction - One of the main pillars of the construction of a “school of citizens” based on the of a “school of citizens” based on the construction of a new paradigm construction of a new paradigm life-long life-long learning and education for alllearning and education for all..

-Decree-Laws n. 6/2001: dated 18th of January, enshrines the curricular reorganisation of basic education lays down the guiding principles for the organisation and curricular management of basic education.

II - ORGANISATION AND MANAGEMENT OF THE

NATIONAL CURRICULUM

In reorganising the basic education curriculum, In reorganising the basic education curriculum, the inclusion of three new non-disciplinary the inclusion of three new non-disciplinary curricular areas are particularly relevant:curricular areas are particularly relevant:

-In all cycles of basic education, -In all cycles of basic education, Education for Education for Citizenship and Citizenship and the use of the Information and the use of the Information and Communication Communication Technologies are Technologies are areas of areas of learning that affect all disciplines and areas of learning that affect all disciplines and areas of the curriculum.the curriculum.

-Curricular designs for the three cycles of basic -Curricular designs for the three cycles of basic education include disciplinary and non-education include disciplinary and non-disciplinary area.disciplinary area.

The following are The following are non-disciplinary areas:non-disciplinary areas:

- a) Project area- the design, implementation - a) Project area- the design, implementation and assessment of projects, by co-ordinating and assessment of projects, by co-ordinating the knowledge of different curricular areas to the knowledge of different curricular areas to deal with problems or topics for research or deal with problems or topics for research or intervention, depending on the needs and intervention, depending on the needs and interests of pupils;interests of pupils;

- b) Monitored studyb) Monitored study- - the acquisition of skills the acquisition of skills allowing pupils to acquire study and working allowing pupils to acquire study and working methods and to encourage the development of methods and to encourage the development of attitudes and capabilities promoting ever more attitudes and capabilities promoting ever more autonomy in learning;autonomy in learning;

- c) Civic training for developing education for c) Civic training for developing education for citizenship in awakening a civic awareness in citizenship in awakening a civic awareness in pupils as a fundamental element in the pupils as a fundamental element in the process of training responsible citizens, who process of training responsible citizens, who will be critical, active and ready to intervene. will be critical, active and ready to intervene. By using an interchange of experiences By using an interchange of experiences witnessed by pupils and their individual and witnessed by pupils and their individual and collective participation in the life of the class, collective participation in the life of the class, the school and the community. the school and the community.

The project areas and monitored study aim to The project areas and monitored study aim to work with the information and communication work with the information and communication technologies, which will be geared to giving technologies, which will be geared to giving pupils basic training and support in all areas pupils basic training and support in all areas and disciplines of the curriculum, and in and disciplines of the curriculum, and in which they should have the essential skills to which they should have the essential skills to express themselves.express themselves.

In current curricular plans for basic education, In current curricular plans for basic education, no changes have been made to the 1st and no changes have been made to the 1st and 2nd cycles in the disciplinary areas and 2nd cycles in the disciplinary areas and disciplines making up the curriculum3. In the disciplines making up the curriculum3. In the 3rd cycle, changes are related to the 3rd cycle, changes are related to the introduction of a second foreign language for introduction of a second foreign language for all pupils, the continuity of disciplines all pupils, the continuity of disciplines throughout the cycle and a wider range of throughout the cycle and a wider range of options for Artistic Education the school options for Artistic Education the school should provide. should provide.

As part of their educational project, and As part of their educational project, and depending on their resources, schools also depending on their resources, schools also provide pupils with activities that enhance the provide pupils with activities that enhance the curriculum, generally in the fields of sports, curriculum, generally in the fields of sports, science and technology.science and technology.

Citizen Education, which is of transversal Citizen Education, which is of transversal nature, is an essential component of the nature, is an essential component of the school curriculum in various educational school curriculum in various educational cycles. Its main purpose is to contribute cycles. Its main purpose is to contribute towards the development of the student's towards the development of the student's civic conscience. civic conscience.

This curricular component is neither the teacher's This curricular component is neither the teacher's responsibility nor the responsibility of a specific responsibility nor the responsibility of a specific discipline. discipline.

It embraces all areas of knowledge taught in It embraces all areas of knowledge taught in schools. schools.

Therefore, citizenship education is only Therefore, citizenship education is only possible if a strategic plan is established. It possible if a strategic plan is established. It must include all the actions that should be must include all the actions that should be developed in the many areas and subjects of developed in the many areas and subjects of the school curriculum:the school curriculum:

Health, sex, street, or environmental Health, sex, street, or environmental education, among others, should be education, among others, should be incorporated either in the work carried out incorporated either in the work carried out in non curricular areas as well as in context in non curricular areas as well as in context of the different disciplines.of the different disciplines.