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Boutonnet, V., Cardin, J.-F., & éthier, M.-A. (2014). Les représentations concernant la place des savoirs dans l’éducation historique lors du débat sur le nouveau programme d’histoire au Québec (2006-2010). In C. Leininger-Frézal, A. Ogier, & S. Genevois (Eds.), Que valent les apprentissages en histoire, géographie et éducation à la citoyenneté? (pp. 93-111). HAL Archives-Ouvertes.
https://hal.archives-ouvertes.fr/hal-01951162/document

has been cited by the following article:

• TITLE: Crossed Perspective about Citizenship Education in Brazil and Canada: Social Inequity and Participation in Public Debate

  AUTHORS: Alice Happ Botler, Jean-François Cardin

  KEYWORDS: Citizenship Education, Evolution, Curriculum, Brazil, Québec, English Canada

  JOURNAL NAME: Creative Education, Vol.13 No.12, December 29, 2022

  ABSTRACT: The article aims to identify principles that underlie democracy and citizenship in Quebec, English Canada and Brazil. For this, it uses a comparative perspective to present and analyses the origins, foundations and evolution of citizenship education in the school curriculum in these realities. By puttingforward the similarities and differences between these three societies, itemerges that the more difficult experience of Brazil with regard to democracy and social equity, in part because of its colonialist history, induces concerns about citizenship education that are very different from those observed in Quebec and English Canada. While in Canada citizenship education is for the most part centred on active and informed participation in democratic conversation, in Brazil citizenship education is largely articulated around issues of social inequity and social justice.