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Universities are a formative scenario that transforms reality and their actions must go beyond commitment and citizen solidarity. The objective of this review article is to present a study on the conceptualization, definition and education in values, and an analysis of the theoretical-methodological referents of University Social Responsibility. Systematic literature review and bibliometric analyses were carried out in the programs VOSviewer version 1.6.19 and Connected Papers. The results show that strengthening the sense of identity and belonging of the competent professional committed to academic, economic, social and environmental actions, with respect to the place where he/she studies, lives and works, is fundamental to achieve transformations in order to improve the quality of citizenship education. In conclusion, it is necessary to continue stimulating the apprehension of the value of university social responsibility in higher education institutions. [ABSTRACT FROM AUTHOR]

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Copyright of Cuadernos de Historia is the property of Universidad de Chile, Facultad de Filosofia y Humanidades and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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In this paper, we intend to analyse the express curriculum of primary school in the Franco period, to identify the changes experienced in the school education way of approaching the study of the social code, traditionally linked to the subject of urbanity, as a result of the social, political and educational changes of this long historical cycle. For such purpose, we focus on two main sources, namely legislation, which reflects the true educational goals of each political stage along the regime, and texbooks, loyal picture of the practical application of such goals in the schools. Among the most important changes in the approaches to the social code in education during the Franco period, the analysis shows a clear trend towards the feminisation of urbanity as a subject, which strengthens its presence in the specific girl's curriculum, with its visibility degree depending on the subject designations. Other significant changes are the gradual dissolution of the discipline into related fields of study, linked to modern concepts of civic and social education, and its curricular approach in the scope of habituation. [ABSTRACT FROM AUTHOR]

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El artículo discute las actuaciones voluntarias como cauce de participación social y el interés de su inclusión en el sistema educativo formal. Se habla de la demanda de una mayor participación de los ciudadanos en la vida pública, y su interés como tema de investigación en varios campos. Se enfoca en esta sensibilidad a nivel europeo y en España en particular. Se describen varias iniciativas concretas de inclusión de los trabajos voluntarios en el ámbito de la educación formal en España.