Uruguay Tramo 6 Civics Education Curriculum

This curriculum outlines the subject of Civics Education (Formación para la ciudadanía) for Tramo 6 (9th Grade) in Uruguay. It is part of the Integrated Basic Education Program (Programa de Educación Básica Integrada) within the Social Sciences and Humanities curricular space. The curriculum emphasizes developing competencies in communication, scientific thinking, creative thinking, critical thinking, and those related to relationships and action.

Specific Competencies

The curriculum aims to develop the following specific competencies:

• CE1: Identifying and relating different analytical categories to explain social phenomena.
• CE2: Formulating questions and building explanatory frameworks to understand social processes, phenomena, and subjects.
• CE3: Critically and selectively searching and analyzing information to find evidence.
• CE4: Contrasting different interpretations to explain studied processes and phenomena.
• CE5: Defining concepts to explain social phenomena, interpret processes, and apply them in concrete situations.
• CE6: Constructing knowledge from a critical and grounded perspective to interpret social reality.
• CE7: Distinguishing between the interpretations of subjects (protagonists of social phenomena) and those of social researchers to differentiate scientific knowledge from everyday knowledge.
• CE8: Knowing, interpreting, and decoding different forms of communication for the exercise of active citizenship.
• CE9: Incorporating oral skills to argue in instances of reflection and debate on social issues.

Structuring Content

The curriculum's structuring content includes:

• The role of the democratic state.
• Construction of the concept of citizenship.
• Citizenship and coexistence in human groups.
• Societies and their historical interrelationships.
• Democracy.
• Human rights as a construction: achievements and tensions.
• Children, adolescents, and young people as subjects of rights.
• Cultural diversity: cultural manifestations as a sign of identity.
• Violence and its different manifestations.
• Culture and heritage.

Methodological Orientations

The curriculum promotes student-centered learning through active methodologies, including project-based learning, problem-based learning, flipped classroom, collaborative/cooperative work, case analysis, debates, inquiry work, and gamification. It emphasizes creating a classroom climate that enables authentic participation, trust in the student, and respect for divergent opinions.

Evaluation Orientations

The curriculum emphasizes formative evaluation as a continuous process throughout the student's learning journey. It aims to regulate learning by adjusting procedures and strategies in dialogue with student needs. Feedback is considered crucial for developing students' self-regulation strategies and metacognition. Self-assessment, peer assessment, and collaborative assessment are also encouraged.

Curriculum Units

The curriculum is divided into three units:

• Unit 1: Coexistence in the Construction of Citizenship: This unit focuses on socialization, culture, norms of conduct, legal order, violence, conflict resolution, and the role of technology in citizenship and coexistence.
• Unit 2: Democracy and Citizenship: This unit explores the concept and purpose of the state and government, principles of democratic systems, the role of the democratic state, local, global, and digital citizenship, and citizen rights and duties.
• Unit 3: Human Rights: This unit covers human dignity, the evolution of human rights, adolescents as subjects of rights, human rights in the digital age, and mechanisms for protection and enforceability.

Achievement Criteria

By the end of Tramo 6, students are expected to:

• Identify and respect norms that regulate coexistence.
• Critically analyze messages and stereotypes from the media.
• Make informed decisions based on defined criteria.
• Commit to building a life project based on ethical and solidary criteria.
• Recognize themselves as subjects of rights and understand legal protection mechanisms.
• Understand human rights as a collective and dynamic construction.
• Recognize the educational center as a space for participation.
• Propose, plan, and develop projects that benefit their community.
• Identify and value the guarantees of living under a democratic regime.
• Promote a culture of peace through conflict resolution.