DEMOSpEJS – A democracia nas escolas como a pedra angular de uma educação para a justiça social

DEMOSpEJS – A democracia nas escolas como a pedra angular de uma educação para a justiça social

 

Financiamento

Agencia Estatal de Investigación/MEIC Spain

 

Referência

EDU2017-82688-P

 

Parceiros

  • Instituto Universitario de Derechos Humanos, Democracia y Cultura de Paz y No Violencia, Universidade Autónoma de Madrid, Spain (Coord.)
  • CIIE/FPCEUP, Portugal
  • Metropolitan Manchester University, UK
  • Universidad Torcuato di Tella, Argentina
  • Universidad Católica Silva Henríquez, Chile
  • Consejo Interinstitucional de Investigación Educativa de la Secretaría de Educación de Jalisco, Mexico

 

Coordenação

Javier Murillo, Instituto Universitario de Derechos Humanos, Democracia y Cultura de Paz y No Violencia, Universidade Autónoma de Madrid, Spain

 

Equipa Portuguesa

 

Duração

48 meses
Data de início: 1 janeiro 2018
Data de fim: 31 dezembro 2021

 

Descrição

Any endeavor for Social Justice should be concurrently an effort of democratization (Fraser, 2008). Building an Education for Social Justice must, therefore, necessarily address democracy in schools and the teaching of democracy. Thus, this proposal is based on the persistent research, development, transfer and training on Education for Social Justice of the research group "Educational Change for Social Justice", whom, in this occasion, takes a further step focusing on democracy in schools. To this aim, it is strengthened by the Institute for Human Rights, Democracy and Culture of Peace (DEMOSPAZ) and the "Hermanadas por la Justicia Social" school network. It proposes an international study among 6 research teams from 3 Europeans and 3 Latin Americans countries. The current line of work harmonizes and reflects the latest international advances that request for greater democratization in school and in society.

The three main objectives of this research are:

  • To know the conceptions of democracy from the school community members and the praxis at school context.
  • To understand the significances and political meanings that underlie the school democratic culture.
  • To deepen the knowledge and development of democracy for an education in and for Social Justice based on an action-research process with a network of schools committed to Social Justice

To achieve these three complementary studies are proposed:

  • Phenomenographic study. The participants will be 270 teachers, 60 principals and 270 students from 6 countries and of different educational level, context and school ownership.
  • Ethnographic study complemented with Social Network Analysis (SNA). At least 9 schools will be studied in 6 countries, involving principals, teachers, students, administration, staff and families in order to understand the senses and political meanings of the school community in relation to democracy.
  • Action-Research will be held with a 7 school network that is characterized by working for Education for Social Justice. It seeks to transform and generate knowledge about education in and from democracy through a Project Based Learning (PBL) approach.

The research has been designed to optimize its impact and internationalization. In this way, above collaborating with DEMOSPAZ and with the “Hermanadas” school network we stress the participation of 6 teams from six countries, and RILME network.