The curriculum is the basis for an educational programme and, along with the goals that it defines, it provides recommendations for the contents, methods and the evaluation method within a specific subject. In the case of the hidden curriculum, it has a bigger impact from the directly defined work guidelines, as it represents the societal features of the environment in which it was determined. This point was the basis for our research. We have analysed the curriculum of the subject Environmental Studies in Argentina and Slovenia. Both countries are separated geographically and culturally, while also having access to the global guidelines on this field of study. That is why in our analysis and comparison of both curricula we searched for the similarities and differences. The second part of the analysis dealt with the homeland and citizenship education. Theorists define the relationship between these two concepts differently, but they mostly agree in their interdependence. Homeland education studies the society in concrete, whereas the citizenship education contributes to the development of an active and responsible individual, who will foster democratic relationships and human rights within this society. Due to societal changes (globalization, emigrations, and a lack of interest of young people towards politics), this kind of education seems up-to-date and hence subject to research in the international, European and Slovenian space. These researches discuss the relationship towards citizenship or analyse in detail curricula, which include citizenship and homeland education, mostly for the last grades in primary school and secondary school. We have focused on the search for both elements in the first educational period of primary school. For both the comparison between the curricula and the search for elements of citizenship and homeland education, we have used the qualitative research approach. The method of work used in the thesis was descriptive. Due to a lack of a similar comparison between the curricula of both countries, the discovered similarities and differences can be of interest and encourage to the comparison of both countries also in terms of other aspects of education. Another contribution of the thesis was the analysis of the elements of citizenship and homeland education, which revealed the actual state of inclusion of these contents in the curriculum. It also simultaneously opened the question of what to do to realise the modern tendencies of an active citizenship.
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