IntroducciónCuando se ponen en relación las palabras "infancia" y "ciudadanía" aparecen, casi automá-ticamente, frases del estilo de "La infancia es la ciudadanía del futuro" o "Hay que formar a los menores para que después sean buenos ciudadanos". Estas, aunque siempre dichas con la mejor intención, olvidan dos cosas importantes. La primera, que los niños/as no son ciudadanos/
This article is based on the findings of a broader research project entitled "Childhood Participation and Citizenship Building", which examined the medium-term effects of intense experiences of participation in childhood within both the school environment and those of leisure-time and community education. The results presented in this article refer specifically to the memories subjects hold of their participation in these childhood experiences. The study combined quantitative (using a questionnaire) and qualitative approaches (conducting in-depth interviews). The results obtained contribute to strengthening the idea -explicit or implicit in all pedagogies that seek to promote child participation -that such participation is not only a right, but that it also contributes to the quality of educational experiences.
This article has two parts. The first is an explanation of the place of moral education in the history of the Spanish educational system, and the second briefly describes the research work of the Research Group on Moral Education from the University of Barcelona.The particular political and social context in which Spanish education has developed has caused moral education to acquire a special nature that is distinct even from that in other countries in the same geographical area.
Moral education in schools was and is constantly infiltrated with sectarian connotations which, in turn, distorted what should have been a matter discussed calmly and rationally in an ethical and pedagogical framework.To defend a model of education of morals and values like that which guides our research and pedagogy, is to defend the coexistence of diverse ideologies and beliefs. Schools cannot fail to offer the moral and ethical education proposed (in our judgement, indispensible in a democratic and pluralistic model of education) to all citizens alike, independent of their own beliefs or ideologies.
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