The citizen and his education in hodiernal Brazil: the roles of the state and the teacher

Authors

  • Marco Antônio da Costa Universidade Federal de Lavras (UFLA)

DOI:

https://doi.org/10.5902/1984644417136

Keywords:

Citizen, Education, Public policies

Abstract

This article aims to discuss the citizen education in hodiernal Brazil, by highlighting the role that both the state and the teachers play in this training process. Methodologically, this work is based on the review of the literature concerning the subject approached in it. Thus, from the contemporary reflection about the concepts of citizen and citizenship, the text brings a critical approach not only of educational public policies formulated and implemented within the Union, states and municipalities from the 1990s but also of the teaching work developed in Brazilian public schools nowadays. With that, it is intended to discuss how the state and the teachers, key actors in the educational setting, can contribute to the process of citizenship education.

Author Biography

Marco Antônio da Costa, Universidade Federal de Lavras (UFLA)

Graduação em Letras (Universidade federal de Minas Gerai - UFMG). Especialização em Língua Portuguesa e Literatura Brasileira; Psicopedagogia Institucional (Faculdade Capixaba de Nova Venécia - UNIVEN). Mestrado em Estudos Literários (UFMG). Atuação nas áreas de Língua Portuguesa, Língua Latina e em Educação a Distância.

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Published

2016-07-21

How to Cite

Costa, M. A. da. (2016). The citizen and his education in hodiernal Brazil: the roles of the state and the teacher. Education, 41(2), 329–342. https://doi.org/10.5902/1984644417136

Issue

Educação, v. 41, n. 2, maio/ago. 2016

Section

Continuous Demand

License

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We also acknowledge that the originals’ submission to Educação (UFSM) implies on a transference of copyright for physical and digital publishing to the journal. In case of noncompliance, the violator will receive sanctions and penalties predicted by the Brazilian Copyright Protection Law (n. 9610, dated 19/02/98).


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This work is licensed under a Creative Commons Attribution 4.0 International (CC BY 4.0)