Resumen

MOLINA GARCIA, Amelia; PONCE CRESPO, Christian Israel  y  RUBALCABA MONROY, Coral Lizbeth. Citizenship and Education: An Approach as a Field of Knowledge. Rev. latinoam. estud. educ. [online]. 2023, vol.53, n.1, pp.201-227.  Epub 02-Oct-2023. ISSN 2448-878X.  https://doi.org/10.48102/rlee.2023.53.1.542.

This article presents the results of a documentary review regarding the process of conceptual construction of citizenship and how it is constituted as a thematic and knowledge field in education. We take Marshall's emblematic proposal as a starting point, whose contribution is still valid, despite having been built in the fifties of the 20th century, and having been criticized many times, giving rise to various controversies and positions regarding the dimensions and characteristics that should be considered or guided by citizens, both when analyzing it and for the construction of proposals. The exploration is located within the framework of a project called indicators and processes in the conformation of active, critical, and transformative citizenship in students of high school and higher education (undergraduate and postgraduate). In the same way, as part of the participation in the states of knowledge of the Mexican Council of Educational Research (Consejo Mexicano de Investigación Educativa, Comie). The results of this exploration reveal that Marshall's theory constitutes a watershed for the emergence of new dimensions and adjectives of citizenship, especially when considering social rights, including health and education, as evocative of cultural rights, personal differentiation, and ecological rights.

Palabras llave : education; citizenship; training in citizenship; capacities; world-active and critical citizenship.

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