Embed Size (px)
Citation preview
STUDENTS OF TEACHER TRAINING AND DEMOCRACY
Study about a heterogeneous group of a state teacher training school in a metropolitan area of the Province of Buenos Aires. Republic of Argentina- 2010
PROF. MAG. MARÍA DELIA TRAVERSO
International Research “The Global Doing Democracy Research Project”
2009
Localization of the teacher training school:
20 km. from the Federal District of the Republic of Argentina
West area of the 1st urban core of the Province of Buenos Aires
In the centre of one of the most important districts of the Province
220 students. Classes in evening shift.
Characteristics of the survey:
Initial questionnaire prepared by P. Carr Applied in the U.S.A. and Canada Reformed to the Argentine environment 43 closed and open questions Percentages and scale 1 to 5 (not at all-
completely) Sample: 136 students/ 105 completed
Historical context in Argentina during the last 3 decades:
1976-1983: military governments Dec. 1983: recuperation of democracy 1989: beginning of 2nd neoliberal period
(atomization of civic society) 2001: economical and social crisis 2002-present: beginning of the importance of
State intervention
Characteristics of the group being questioned:
Majority of students attended state schools Females: 94,5% Diversity in levels of parents´ education:
primary=46%, secondary=44%, tertiary=10% Diversitiy of parents´employees (civil servants,
commercial employees, unemployed people, shop owners, professionals, teachers, with social assistance)
Ages: 18 – 50.
Families´ background:
Parents born inland: 40% Parents born in bordering countries: 9% Children born in Province of Buenos Aires:
75% Children born in Federal District: 20%
Another history for their children?
HETEROGENEITY:
IF WE CONSIDER
Families´background (studies, employees, where parents were born)
Students´ ages
If we consider the different ages of students, How was their school training?
2 groups by Disciplinary Code:
Group of “Disciplinary Code with Nationalist Approach” (31-50 years old- military governments) (30%)
Group of “Renovated Disciplinary Code” (18-30 years old- democracy after 1983 ) (70%)
Concepts that prevailed in the answers:
Freedom of speech, voting, thought, participation Sovereignity Access to a decent life Popular government system, with participation of the
people Constitutional rights of equality Rights: to be heard; to vote; respected in their dignity
of human being and their ideologies
Students´engagement in democracy:
Average: 3,63. Based on daily attitudes To feel fully encouraged to participate in
society: 2,26. “I don´t like politics” Awareness of educator´s duty to teach
democracy (4,70) Teacher training promotes democracy (3,53)
Democracy- racism:
Classification of opinions: – “must be” (“Citizens should not discriminate…” 4-
7-13)– Daily reality and background (“We are citizens
who do not combat racism in the country, but it increases every day.” 4-7-19)
The relation democracy- racism- citizenship is high
In your opinion, how important are elections to democracy? 4,62
Do you feel that teachers should strive to inculcate a sense of democracy in students? 4,70
How important is social justice within democracy? 4,84
How do you feel racism in relation to democracy? 4,30
How important do you feel the issue of racism is in relation to democracy? 4,11
In your opinion, are citizenship and democracy related? 4,58
The relation democracy- economic context decreases:
As a future teacher, Is your concern to teach that economic environment is in relation with citizenship interpretations? 3,55
“Show” with political candidates:
70% of the students did not agree with what was presented by mass-media.
Projects and issues are not discussed. They criticised the “show” with candidates. (“homo-ludens” by Sartori)
“Keep thinking” about democracy
“How would I teach democracy to my pupils?”
(5-1-59)
CONCLUSIONS:
HETEROGENEITY AND RIGHTS IN THE RENOVATED DISCIPLINARY CODE:
Voting, human rights, freedom of speech, sovereignity: consequences of “never again” policies after last military governments reflected in the Renovated Disciplinary Code.
EMBRANCING DIVERSITY IN CLASS:
The ethnic reality and diversity of geographical areas in Argentina deserve the broad treatment. Flows of population generate problems of discrimination.
To work in class: If their families came to the Province of Bs. As. looking for another history for their children,
What role does inmigration play in their lives?
It is the 1st step to the resolution of xenophobic problems.
“PEOPLE”- “MAJORITY”-DEMOCRACY (Argentine, U.S.American and Canadian
groups):
– What does “people” really mean?
Literally everybodyApproximate pluralityLower classesAn organic and indivisible wholePrinciple of absolute majorityPrinciple of moderate majority
Re-thinking mass-media from conscious education:
To think in class: what strategies we have to use to re-think videogenic and video-profitable programs from conscious education.
Dissatisfaction towards officers and political candidates:
(like US.American and Canadian groups)
Ideal of democracy has to interact with reality Democracy isn´t a gift, it is an inheritance we
have to work for every day.
To join ideals and daily praxis. (“not to be so theoretical, but more practical”)
What do schools do to articulate ideals and praxis?
Democracy as a political super-structure, including terms:
Social democracy
-a society which ethos requires that it members look at themselves as equal
- Primary democracies that feed democracy from grounds of civil society
Economic democracy (extermination of unlimited extremes)
Effects in classroom:
-starting of conversations
-searching for bibliography
-elaboration of educational projects
-elaboration of didactic strategies for
awareness
