Abstract:

In a context of constant change and great social unpredictability, it is increasingly important to provide a deepening of teachers' knowledge about citizenship education. Therefore, the questioning about their professional practices and the promotion of diversified and quality responses, involving the application of information and communication technologies, are essential aspects for the development of reflexive and participatory attitudes in an educational context. In this sense, a set of 7 training actions was developed (b-learning regime, 50 hrs), framed within the scope of the project "+ School Success" developed in partnership with the Institute of Education of the University of Minho. These actions aim to: promote the training of teachers in citizenship education in digital contexts; stimulate and assist the planning, implementation and evaluation of education activities for citizenship using digital platforms, enhancing the dissemination and promotion of citizenship values in the educational community; favoring the emergence of innovative pedagogical practices and the improvement of techniques and strategies for the development of education projects and activities for citizenship, collaboratively producing various teaching materials to support teaching practice and also, promote research and reflect on innovative educational practices of citizenship education, creating contexts favorable to the sharing and discussion of ideas and knowledge. During these actions, the use of the digital platform "+ Citizenship" was explored in a formal context, by 79 education professionals in the northern region of Portugal with both preschool children and primary education. The content analysis of the individual critical reflexive portfolio and the plan for the integration of activities/projects, provided the identification of a preferential association of the exploitation of citizenship, articulated with the study of the environment, focusing on the preservation of water, recycling and reuse of materials, the exploitation of living beings, health care and exploitation of local heritage. Participants tended to use strategies to activate previous knowledge; guided discussion; information organization strategies (analogies and organizing schemes) and active, reflective, and participatory learning strategies. The use of the digital platform and training actions were considered more valuable for the promotion of citizenship education in the school context. The main potentials identified in the use of this digital platform were motivation, commitment, and student involvement, as well as ludicity and interactivity of the digital resources presented. However, the lack of internet, time, conditions of families and adequate technical resources presented further constraints to their use. As for the training action, the participants valued the exchange of experiences, the spaces for discussion, and the sharing of concrete and practical examples. Therefore, these conclusions may be considered important for the definition of future action strategies in the field of continuous teacher training and in the design of projects and activities of citizenship education using digital technologies.

Keywords:

Citizenship education, teacher training, digital technologies, b-learning training.