ABSTRACT. In this article we analyze how a group of Catalan students (aged 11-13, N = 245) narrate the history of Catalonia and we compare their narratives with the official Catalan narrative. From an interpretative approach, we collect data by requiring the students to write down what they remember about the history of Catalonia. The research is conducted by means of narrative analysis and normative content analysis. Our results suggest that most students' narratives are similar to the official narrative in terms of the main characters and events selected and follow the patriotic national narrative by highlighting the relevance of Catalan national symbols. We discuss the implications of this patriotic national narrative in Catalonia and elsewhere, and we propose replacing patriotic national narratives with humanistic world history narratives. DE QUELLE MANIÈRE LES ÉTUDIANTS CATALANS RACONTENT-ILS L'HISTOIRE DE LA

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This paper presents the results of an action-research project conducted in Chile, in 2015, which has inquired about the potential of controversial issues debate for the development of citizenship skills. Specifically, seventyfour secondary school students, aged between 14 and 15 years old, have researched and debated about the possible decriminalization of marijuana in Chile and about the Bolivian maritime claim, against the Chilean government, at the International Court of Justice located in The Hague (Netherlands). The results show the big potential of such issues for the development of citizenship skills, a high positive evaluation of this method by students and the need to incorporate these kinds of issues in the new Chilean citizenship subject.

RESUMENEl presente artículo expone los resultados de un estudio realizado en Chile durante 2015, en el cual se ha indagado en las prácticas docentes y las representaciones sociales de la participación ciudadana, de un grupo de diecisiete profesores de ciencias sociales. Las representaciones identificadas han sido clasificadas mediante una reformulación de las categorías de McLaughlin y Kerr para clasificar las nociones de ciudadanía y los enfoques en educación ciudadana respectivamente. Así mismo, las representaciones sociales detectadas han sido contrastadas con los estilos docentes reconocidos. Los resultados señalan que en casi la mitad de los profesores analizados este tipo de representaciones son “minimalistas”, es decir, asociadas casi exclusivamente a la posibilidad de votar o ser electo en unas elecciones. Finalmente, los resultados son discutidos en el contexto del reciente anuncio, del Ministerio de Educación de Chile, sobre la creación de una nueva asignatura de formación ciudadana en secundaria a partir de 2017.Palabras clave: educación ciudadana, participación ciudadana, democracia, representaciones sociales, profesorado de secundaria. ABSTRACTThe aim of this paper is to present the results of a study conducted in Chile, in 2015. It inquired about teaching practice and social representations of citizen participation among a group of seventeen Chilean social studies teachers. Social representations of citizen participation were classified by a reformulation of McLaughlin and Kerr categories, used to classify notions of citizenship, and approaches of citizen education respectively. Also, the identified social representations have been contrasted with the recognized teaching practices. This study has determined that in almost half, of the studied teachers, these kind of representations are “minimalist”, namely, associated almost exclusively to the possibility of voting or being voted in elections. Finally, the results are discussed in the context of the recent government announcement regarding the creation of a new citizenship subject, for high school, in 2017.Key words: citizenship education, citizen participation, democracy, social representations, secondary school teachers.

Ressenya del llibre: Gavaldà, Antoni (coord.), Josep M. Pons-Altés, Víctor Grau, Joan Callarisa, Jacint Torrents (2016) El treball cooperatiu. Una estratègia per ensenyar des de les ciències socials, Tarragona: Publicacions URV i Publicacions de la UVic-Eumogràfic.