Palavras-chave
Como Citar
Resumo
O presente artigo investiga, de forma sistemática, as mudanças geradas por programas de educação cívica em seus participantes, oferecendo uma visão integrada dos condicionantes e dos padrões de efeito resultantes. Nossas principais conclusões são: 1) valores são mais resistentes à mudança do que a motivação, o conhecimento político e as atitudes diante de instituições políticas; 2) os ganhos cognitivos e mudanças atitudinais ocorrem com maior intensidade quando o objeto pertence ao universo familiar da experiência; 3) os efeitos sobre a participação política não se manifestam no presente, mas os dados indicam a propensão a maior participação na vida adulta; 4) a qualidade do programa e a motivação do participante condicionam a influência dos demais fatores. O objeto de estudo é o Parlamento Jovem mineiro, em sua edição de 2008. O desenho da nossa pesquisa segue a lógica da pesquisa quase experimental (CAMPBELL; STANLEY, 1979). A partir de uma amostra não aleatória, foram realizadas, em 2008, duas rodadas de um survey, com 670 entrevistas, sendo 335 antes e 335 após o programa, das quais 167 com participantes e 168 com não participantes.
Abstract:
This article investigates systematically the changes generated by civic education programs on its participants, offering an integrated view of the determinants and the resulting effect patterns. Our main conclusions are: 1) values are more resistant to change than motivation, political knowledge and attitudes towards political institutions; 2) cognitive gains and attitudinal changes are more likely to occur (and with greater intensity) when the object belongs to the universe of experience related to the program; 3) effects on political participation do not occur in the present, but the data indicate a propensity latter in adult life; 4) very often, the quality of the program and the motivation of the participant determine the influence of other factors. The object of study is the Youth Parliament mineiro, in its 2008 edition. Our research design follows the logic of quasi-experimental research (CAMPBELL; STANLEY, 1979). In 2008, a non-random sample of 670 participants completed two rounds of interviews, 335 before and 335 after the program. We interviewed 167 participants and 168 non-participants.
Keywords: political socialization; political attitudes; political participation; political knowledge
Referências
ANDOLINA, M., et al. “Habits from Home: lessons from School: influences on youth civic engagement”. Political Science & Politics, vol. 36, n° 2, p. 275-280, 2003.
ALMOND, G.; VERBA, S. The civic culture: political attitudes and democracy in five nations. Princeton: Princeton University Press, 1989 [1964].
CAMPBELL, A., et al. The American voter. New York: John Wiley and Sons, 1960.
CAMPBELL, D. E. “Voice in the classroom: how an open classroom climate fosters political engagement among adolescents”. Political Behavior, vol. 30, p. 437-454, 2008.
CAMPBELL, D.; STANLEY, J. Delineamentos experimentais e quase-experimentais de pesquisa. São Paulo: Edusp, 1979.
ECKSTEIN, H. A. “Culturalisty theory of political change”. American Political Science Review, vol. 82, p. 789-804, 1988.
FINKEL, S. E. “Can democracy be taught?”. Journal of Democracy, vol. 14, p. 137-151, 2003.
FINKEL, S. E.; SABATINI, C.; BEVIS, G. “Civic education, civil society, and political mistrust in a developing democracy: the case of the Dominican Republic”. World Development, vol. 28, p. 1.851-1.874, 2000.
FINKEL, S. E.; ERNST, H. R. “Civic education in post-apartheid South Africa: alternative paths to the development of political knowledge and democratic values”. Political Psychology, vol. 26, n° 3, p. 333-64, 2005.
FINKEL, S. E.; SMITH, A. E. “Civic education, political discussion, and the social transmission of democratic knowledge and values in a new democracy: Kenya 2002”. American Journal of Political Science, vol. 55, n° 2, p. 417-435, 2011.
FUKS, M. “Efeitos diretos, indiretos e tardios: trajetórias da transmissão intergeracional da participação política”. Lua Nova, vol. 83, p. 145-178, 2011.
FUKS, M. “Atitudes, cognição e participação política: padrões de influência dos ambientes de socialização sobre o perfil político dos jovens”. Opinião Pública, vol. 18, n° 1, p. 88-108, 2012.
FUKS, M.; BATISTA PEREIRA, F. “Informação e conceituação: um estudo sobre a dimensão cognitiva da desigualdade política entre jovens de Belo Horizonte”. Revista Brasileira de Ciências Sociais, vol. 26, n° 76, p. 123-143, 2011.
FUKS, M.; CASALECCHI, G. “Trust and political information: attitudinal change among participants in the Youth Parliament in Brazil”. Brazilian Political Science Review, vol. 6, n° 1, p. 70-88, 2012.
GALSTON, W. “Political knowledge, political engagement, and civic education”. Annual Review Political Science, vol. 4, n° 1, p. 217-234, 2001.
ICHILOV, O. “Civic knowledge of high school students in Israel: personal and contextual determinants”. Paper presented at the annual meeting of the International Society of Political Psychology, Portland, Oregon USA, 2007.
JENNINGS, M. K.; MARKUS, G. B. “Partisan orientations over the long haul: results from the three-wave political socialization panel study”. The
American Political Science Review, vol. 78, n° 4, p. 1.000-1.018, 1984.
JENNINGS, M. K.; NIEMI, Richard G. The political character of adolescence: the influence of families and schools. Princeton: Princeton University Press, 1974.
KROSNICK, J. “The stability of political preferences: comparison of symbolic and nonsymbolic attitudes”. American Journal of Political Science, vol. 35, n° 3, p. 577-586, 1991.
KROSNICK, J.; PETTY, R. Attitude strength: an overview. In: KROSNICK, J.; PETTY, R. (orgs.). Attitude strength: antecedents and consequences. New Jersey: Lawrence Erlbaum Associates, 1995.
LAZARSFELD, P.; BERELSON, B.; GAUDET, H. The people’s choice: how to voter makes up his mind in a presidential campaign. 2ª ed. New York: Columbia University Press, 1965.
LUSKIN, R., et al. “Deliberation in the schools: a way of enhancing civic engagement?”. Presented at the biennial General Conference of the European Consortium for Political Research, Pisa, Italy, 2007.
NIEMI, R.; JUNN, J. Civic education: what makes students learn. New Haven: Yale University Press, 1998.
NIEMI, R.; CHAPMAN, C. “The civic development of 9th- through 12th-grade students in the United States: 1996”. Statistical Analysis Report. National Center for Education Statistics, U.S. Department of Education, 1998.
PUTNAM, R. Comunidade e democracia: a experiência da Itália moderna. Rio de Janeiro: Fundação Getúlio Vargas, 1996.
SEARS, D.; FUNK, C. “Evidence of the long-term persistence of adults' political predispositions”. The Journal of Politics, vol. 61, n° 1, p. 1-28, 1999.
SEARS, D.; VALENTINO, N. “Politics matters: political events as catalysts for preadult socialization”. The American Political Science Review, vol. 91, n° 1, p. 45-65, 1997.
SLOMCZYNSKI, K. M.; SHABAD, G. “Can support for democracy and the market be learned in school? A natural experiment in post-communist Poland. Political Psychology, vol. 19, nº 4, p. 749-779, 1988.
VALENTINO, N.; SEARS, D. “Event-driven political communication and the preadult socialization of partisanship”. Political Behavior, vol. 1, n° 2, p. 127-154, 1998.
VERBA, S.; BURNS, N.; SCHOLOZMAN, L. "Unequal at the starting line: creating participatory inequalities across generations and among groups”. The American Sociologist, vol. 34, p. 45-69, 2003.
VERBA, S.; SCHLOZMAN, L.; BRADY, E. Voice and equality: civic voluntarism in American politics. Cambridge, Mass, London: Harvard University Press, 1995.
VERBA, S.; SCHLOZMAN, L.; BURNS, N. Family ties: understanding the intergenerational transmission of participation. In: ZUCKERMAN, A. (org). The social logic of politics. Philadelphia: Temple University Press, 2005.
ZALLER, J. The nature and origins of mass opinion. Cambridge: Cambridge University Press, 1992.
ZUKIN, C., et al. A new engagement? Political, civic life, and the changing American citizen. Oxford: Oxford University Press, 2006.
A Opinião Pública utiliza a licença do Creative Commons (CC), preservando assim, a integridade dos artigos em ambiente de acesso aberto.
Downloads
