Education for citizenships: A chance to re-signify the teaching of Geography

Abstract

The reflection proposed in the present paper is rooted in the perceptions, needs and lacks observed in the diagnosis established for students and teachers at La Salle School, in Bello, Antioquia, in regard to the teaching of social sciences in general, and of geography and citizenships in particular. The aim of this research was to empower students so that they could develop reflective, analytical, propositional and critical skills, in order to educate conscious citizens, committed to the transformations required by the Colombian society. At a theoretical level, the project developed the categories: education for citizenships, and territory studies; as well as a didactical strategy deriving from the design, execution and evaluation of a hotbed of research with the students. From the methodological point of view, research fell into the qualitative paradigm with an interpretative approach. A study case was made and an action research strategy was followed, for which several techniques, procedures and tools were implemented, to make the collection and subsequent analysis of information easier. The final analysis was based on the main categories employed in the project, and the meanings derived from research projects developed by students, as well as field trips and the hotbed’s self-evaluation. Finally, conclusions suggest that acknowledgement, use and appropriation of territory were re-signified and strengthened, as well as the role of students as active and committed citizens. © Revista Colombiana de Ciencias Sociales.