Sociological reading of educational curricula and their role in inculcating the values of citizenship. The Arabic language books in the primary stage as a model

Abstract

The curriculum is one of the main pillars of the learning process: (Teacher, learner,
curriculum), which consists of all the experiences, knowledge, values, and attitudes that the school
provides to its learners. It is a pattern that stimulates the goals, content, evaluation and teaching
methods, and that values are one of the educational goals that the curricula seek to establish in the
learners' minds, where the interrelatational relationship between the integrated trio is considered;
Citizenship, the educational curriculum, language, and the solid foundation upon which the learning
process has been based since it was found in its modern perceptions
The social processes that represent the sociological framework for understanding this relation are
the knowledge basis given to language as a bearer of society's culture and identity, the first role in
building these three important concepts for each human society, and this imperialist study came to
inform the contents of the Arabic curricula in the primary stage of the values of citizenship. This is by
achieving the core goal of knowing the role of new educational curricula in instilling citizenship
values, using quantitative and qualitative content analysis as an authentic approach
Using statistical methods (iterations, mean, percentages), the study found a series of findings, most
notably: The Arabic curriculum at the primary level was not designed on the cultural and social basis,
since it did not give importance to the values of citizenship in its three dimensions. While we see that
the values of customs and traditions have taken considerable place in the reading books, we also
find that the Arabic language curriculum seeks to consolidate the values and customs of Algerian
society.