SEPFI-Revista nº 88 - Competencias previas en Educación ético-cívica. Una investigación en segundo ciclo de ESO

ABSTRACT:
In the subject of Ethical-civic Education we, teachers of Philosophy, assume the objectives proposed by the LOE for the Compulsory Secondary Education. From the contents of our subject, we are particularly committed in our students achieving the social and citizen competence, that one of autonomy and personal initiative and that one of learning to learn. This article expects to contribute to establish the “initial” base line in which young people are situated to acquire these competences and, in this way, to support the preevaluation that every teacher does of previous knowledge or ideas of his/her students. So, the starting point is a research on beliefs, attitudes and values in Third and Fourth grade students of Compulsory Secondary Education, in public and private schools of the Community of Madrid (N=600). Results are presented organised by contextual blocks (academic, psychological, social and moral context) and, at the same time, relating them also with the objectives and competences that are expected to achieve in the subject of Ethics and Citizenship. These data are finally compared with the results of a similar investigation carried out in a previous generation of youngsters of these ages.



REVISTA Nº 88
		Competencias previas en Educación ético-cívica. Una investigación en segundo ciclo de ESO Isidro Pecharromán Tristán Profesor del Instituto Agora, Alcobendas (Madrid) Manuel Pintor García Profesor de Educación Secundaria RESUMEN: En la materia de Educación ético-cívica, los profesores de Filosofía, asumimos los objetivos propuestos por la LOE para la Educación Secundaria Obligatoria. Desde los contenidos de nuestra asignatura, estamos particularmente comprometidos en que nuestros alumnos logren la competencia social y ciudadana, la de autonomía e iniciativa personal y la de aprender a aprender. Este artículo pretende contribuir a establecer la “línea base inicial” en que se sitúan los jóvenes en cuando a la adquisición de estas competencias y, de esta manera, apoyar la preevaluación que cada profesor hace de los conocimientos o ideas previas de sus alumnos. Para ello, se parte de una investigación sobre creencias, actitudes y valores en alumnos de Tercero y Cuarto de ESO, en colegios Públicos y Privados de la Comunidad de Madrid (N=600). Se presentan los resultados organizados por bloques contextuales (contexto académico, psicológico, social y moral) y, a la vez, relacionándolos también con los objetivos y competencias que se pretende lograr en la materia de Ética y Ciudadanía. Finalmente se comparan estos datos con los resultados de una investigación similar llevada a cabo en una generación anterior de jóvenes de estas edades.
		ABSTRACT: In the subject of Ethical-civic Education we, teachers of Philosophy, assume the objectives proposed by the LOE for the Compulsory Secondary Education. From the contents of our subject, we are particularly committed in our students achieving the social and citizen competence, that one of autonomy and personal initiative and that one of learning to learn. This article expects to contribute to establish the “initial” base line in which young people are situated to acquire these competences and, in this way, to support the preevaluation that every teacher does of previous knowledge or ideas of his/her students. So, the starting point is a research on beliefs, attitudes and values in Third and Fourth grade students of Compulsory Secondary Education, in public and private schools of the Community of Madrid (N=600). Results are presented organised by contextual blocks (academic, psychological, social and moral context) and, at the same time, relating them also with the objectives and competences that are expected to achieve in the subject of Ethics and Citizenship. These data are finally compared with the results of a similar investigation carried out in a previous generation of youngsters of these ages.