| Abstract | Ovim se radom pokušava odgovoriti na pitanje može li nastava sociologije u srednjim školama pridonijeti obrazovanju aktivnih građana/ki te koje bi mjesto sociološka znanja mogla imati u provedbi građanskoga odgoja i obrazovanja. Stoga se najprije određuju temeljni pojmovi (aktivno građanstvo, civilna sfera, obrazovanje za aktivno građanstvo i sl.) i iznose gledišta sociologa o mjestu i ulozi sociologije u društvu, sa posebnim naglaskom na odgoj i obrazovanje. Potom se potreba odgoja i obrazovanja za aktivno građanstvo propituje s gledišta suvremenoga hrvatskoga društva. U središnjem dijelu rada iznose se rezultati empirijskog istraživanja. Najprije se opisuju i analiziraju rezultati usporedbe nastavnoga programa sociologije koji se provodi u srednjim školama u Hrvatskoj, prijedlog nacionalnog kurikuluma nastavanog predmeta sociologije kao dijela predložene kurikularne reforme i nacrta nastavnoga plana i programa građanskog odgoja i obrazovanja, a potom rezultati intervjua provedenih sa nastavnicima/ama sociologije iz Zadra kojima su ispitivana njihova mišljenja o potrebi građanskoga odgoja i obrazovanja i o mogućoj ulozi sociologije u tome procesu. Pokazalo se da ishodi učenja u okviru nastavnoga programa po kojemu se izvodi nastava sociologije u hrvatskim školama nisu precizno definirani, da su nastavni sadržaji velikim dijelom usmjereni na stjecanje znanja o sociologiji kao znanstvenoj disciplini, a manje na primjenjiva znanja te ponajmanje na ona transformativna. U prijedlogu kurikuluma je, suprotno, naglasak na primjenjivome znanju, a ishodi učenja jasnije su definirani u svakom pogledu pa tako i u smislu odgoja i obrazovanja aktivnoga građanstva. U usporedbi sa prijedlogom programa građanskoga odgoja i obrazovanja koji je usredotočen na potrebna znanja i vještine aktivnoga građanstva, nastava sociologije nudi dublje uvide koji mogu omogućiti snažnije temelje za kritičko promišljanje društvene stvarnosti. Na to opominju i srednjoškolski/e nastavnici/e sociologije koji/e kritički gledaju na građanstvo i javnu sferu u Hrvatskoj, ali ni sami/e uglavnom nisu angažirani/e oko uvođenja građanskoga odgoja i obrazovanja u sredini u kojoj djeluju. Naposljetku se zaključuje da unatoč promjenama koje se namjeravaju provesti i potencijalima sociologije u odgoju i obrazovanju aktivnoga građanstva, uloga sociologije nije afirmirana u hrvatskome društvu niti se čini, na temelju analiziranih dokumenata i opisanoga stanja, da su za to ostvareni stvarni preduvjeti. |
| Abstract (english) | The objective of this thesis is to provide an answer on whether the teaching of sociology in high schools can contribute to the education of active citizens, as well as determining the position that the sociological knowledge might take within the process of civic education. Further action, therefore, necessitates explanations of the basic concepts (active citizenship, civil sphere, active citizenship education, etc.) which are complemented by sociologists’ standpoint on the position and the function of sociology, with an emphasis on upbringing and education. Then, the demand for education of active citizenship is questioned from the perspective of contemporary Croatian society. The results of the empirical research are displayed in the central part of the thesis. The primary focus is put on the description and analyses of the results of the comparison between the curriculum of sociology taught in high schools in Croatia, the proposal of the national curriculum for sociology as a part of the proposed curricular reform and the curricular draft of civic education, all of which is then followed by the results of interviews conducted with the teachers of sociology from Zadar, whose opinions on the necessity for civic education and the possible role of sociology in this process were examined. The results have shown that the learning outcomes within the curriculum for teaching sociology in Croatian schools are not precisely defined, that the teaching contents are largely focused on one’s capability of acquiring knowledge of sociology as a scientific discipline, less on applicable knowledge and even less on transformative teaching. The new curricular proposal, on the contrary, puts a greater emphasis on applicable knowledge, and learning outcomes are more clearly defined in all respects including those in terms of active citizenship education. Compared to the proposed curriculum of civic education that focuses on the required knowledge and skills of active citizenship, sociology enrich one with deeper insights that can provide stronger foundations for critical reflection on social reality. High school teachers of sociology who critically look at the citizenship and the public sphere in Croatia also admonish this, but they themselves are largely not engaged in introducing civic education within the environment in which they work. Therefore, it can be concluded that despite the intended changes and the potential of sociology in the active citizenship education, the role of sociology is not affirmed in the Croatian society, nor does it seem that, based on the analysed documents and the described situation, any genuine preconditions have been realized. |
