Citizenship Education in Contexts of Transformational Change

Authors

  • Fernanda Coelho Liberali PUCSP
  • Maria Cecília Camargo Magalhães PUCSP
  • Angela B. Cavenaghi T. Lessa PUCSP
  • Sueli Salles Fidalgo PUCSP

Abstract

Aiming at discussing an educational program, this paper focuses on four theoretical perspectives considered essential for the education of those involved in the creation of loci for the constitution of critical agents (here understood as students, teachers, parents, coordinators, and researchers, i.e., the other in general, including oneself). This theoretical framework is discussed within a program which is carried out in the outskirts of Sao Paulo, and assumes that, in order for schools to take on the role of promoting changes – inherent to this social context –, joint actions involving the university, the schools and the community (especially those whose family members or relatives attend the school) is needed, each of them fulfilling their part to re-think education and citizenship.

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Author Biographies

Maria Cecília Camargo Magalhães, PUCSP

Maria Cecília Camargo Magalhães is Dr in Education by the Virginia Polytechnic Institute and State University, USA, professor at the Applied Linguistic and Language Studies Post-Graduate Program at the Pontifical Catholic University. She conducts research with teacher continuing education within the theoretical frames of Socio-Historical-Cultural Activity Theory and Critical Reflection. She works with teaching-learning processes and her main interest is on theoretical-methodological issues towards critical research of collaboration.

Angela B. Cavenaghi T. Lessa, PUCSP

Angela B. Cavenaghi T. Lessa is Head of the English Department and Professor of the Catholic University of São Paulo (PUC-SP). She is also a lecturer at the Post-Graduate Program of Applied Linguistics, area in which she completed her Doctorate Degree. Her investigations are carried out in the field of Teacher Education, especially with regard to Critical Reflection, Identity and Transversality. She has published a number of papers in Brazil and abroad in which these themes are discussed. For her Postdoctorate research, completed in 2004 at IEL [Institute for Language Studies] – UNICAMP, she focused on the constitution of identities within educational contexts.

Sueli Salles Fidalgo, PUCSP

Sueli Salles Fidalgo is an English teacher and holds a Master’s Degree in Applied Linguistics – also the area of her current doctoral studies at the Catholic University in São Paulo (PUC- SP). For the last eight years, she has been working with Teacher Education, first as coordinator of a Language Institute in São Paulo and, later, in pre-service programs (undergraduate courses in language and literature) and in-service programs (especially in extramural courses). Her main interests include the Inclusion/Exclusion dichotomy – especially Language Inclusion – Critical Thinking and Learning Assessment matters.

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Published

2011-07-04

How to Cite

Liberali, F. C., Camargo Magalhães, M. C., Lessa, A. B. C. T., & Fidalgo, S. S. (2011). Citizenship Education in Contexts of Transformational Change. The ESPecialist, 27(2). Retrieved from https://revistas.pucsp.br/index.php/esp/article/view/1627

Issue

Vol. 27 No. 2 (2006)

Section

Papers

License

The authors grant the journal all copyrights relating to the published works. The concepts issued in signed articles are the absolute and exclusive responsibility of their authors.