Education and Citizenship: Service-Learning for the Construction of Citizenship

Abstract

The objective of this article is to analyze Service-Learning (SL) as an educational approach and to redefine it as a methodology for the practice of civics and consolidation of human development; with the aim of proposing two methodological routes that facilitate Learning for Civic Awareness. (LCA). SL has been found to have theoretical-methodological bases that can be reoriented to consolidate civic awareness, making the student the subject and agent of transformation of oneself and of society, because one has integrated the curricular and social dimension and school with the community. However, where the current educational practice is concerned, receptive, behaviorist or cognitivist learning is maintained. In view of this, LCA is being proposed, with two methodological strategies for SL: bringing the school to the community or vice versa. It is concluded that LCA is a transformative process-approach that prepares for lifelong learning, promotes integral education and fosters social change. The purpose is to develop civic skills in students for comprehensive human development with the methodology being the SL.