사회과 교육에서 노동과 노동권의 내용에 대한 연구 - 고등학교 사회과 교육과정 변천을 중심으로 -

This study examines how 'labor’ and ‘the rights to work’ are being taught and learned in the social studies education, focusing on the high school social studies curriculum and textbooks from the syllabus period to the current 2015 revised curriculum period. Based on the meaning of labor and the nature of the rights to work, I reviewed the contents of each high school social studies curriculum and textbooks. The conclusions of the study are as follows. First, there are no contents of labor and the rights to work in the objectives of the high school social studies curriculum and the goals of each unit except for the syllabus period, the first curriculum period, 2009 revised curriculum and 2015 revised curriculum. Labor is inevitably part of the social environment in the sense that no human being is capable of self-sufficiency. In this respect, labor and the rights to work learning should be more important. Second, there is no contents of the meaning of labor, or the concept of hardworking labor takes up a relatively larger proportion. In response to social change, we should learn the meaning of labor, and the concept of idealistic labor, which gives the inherent value and meaning of labor rather than the concept of industrially labor, which emphasizes the commitment to the state or class, should occupy a high proportion in high school social studies curriculum and textbooks. Third, the passive and the positive meaning of the rights to work are mixed in contents. It is necessary to expand in contents of the high school social studies curriculum and textbooks from the passive meaning of the rights to work as simple programmatic rights to the positive meaning of the rights to work as one of the fundamental rights of the survivors.