Towards a democratic and fair society: Civic competences of Brazilian graduates

Abstract

This article analyses whether Brazilian graduates feel that their higher education programmes have contributed to the development of civic competences (ethics, critical thinking and respect for diversity), necessary to become active citizens in a democratic and fair society. The analysis considers disciplines and students’ socioeconomic and cultural background, employing official data (2014, 2015 and 2016) from the National Test of Student Performance (Enade). Findings show that students of higher socioeconomic backgrounds tend to concentrate in programmes which lead to more prestigious and powerful positions in society. Curiously, it is these students who feel less confident that their degree contributed to the development of the above civic competences than their colleagues from lower socioeconomic backgrounds. These findings question whether higher education fulfils its mission to promote holistic human development for all students. These competences are particularly critical for privileged students who will be better positioned professionally to tackle societal injustices.

Investigating the Inclusion of Human Rights Education in Pakistani Elite Schools: A Qualitative Content Analysis of History Textbooks

“…Broader exposure, training, and other social and educational facilities help to set a better stage for these privileged students to raise their voices for Human Rights, perform duties, and act as informed and responsible citizens. These students of the elite class are more likely to take up leadership roles, and their orientation toward civic rights may have a deep-rooted effect on society (Bertolin et al, 2022). This scenario raises interest in exploring the modus operandi of educational institutions that shape the minds and intellects of the elites, particularly concerning Human Rights Education (HRE).…”