القيم الديمقراطية في المناهج الدراسية الجزائرية دراسة تحليلية نقدية لكتب من المرحلة الثانوية

Abstract

This study, framed within a critical socio-educational approach, aims to explore the representation and activation of democratic values- justice, equality, freedom, tolerance, and human rights- within Algerian educational curricula. The research is based on a content analysis of history and Islamic studies textbooks at the secondary education level, which were officially published following the 2016 reforms. To achieve this objective, a content analysis methodology was employed, identifying primary and secondary categories, and constructing an analytical framework with precise indicators to measure the embodiment of democratic values. The tool was submitted to a panel of university professors for validation, and adjustments were made based on their feedback. The reliability of the tool was measured using Holsti's formula. The results revealed varying degrees of representation of democratic values across history and Islamic studies textbooks. Tolerance was the most represented value at 33.03%, followed by human rights at 24.85%, justice at 16.10%, freedom at 13.26%, and equality at 12.76%. The study also indicated that history textbooks prioritize human rights and tolerance, with moderate attention to freedom and justice, while equality was the least represented. Conversely, Islamic studies textbooks placed greater emphasis on tolerance and justice as core values, with less focus on human rights, equality, and freedom. The study further highlighted that history textbooks reflect a higher overall representation of democratic values at 58.04%, compared to 41.95% in Islamic studies textbooks. It also underscored differences in the approach to these values, with history textbooks relying primarily on explicit representation, while Islamic studies textbooks balanced between explicit and implicit approaches.