기본권 교육 내용요소 선정 담론의 분석 : 고등학교 정치와 법 교육과정과 교과서를 중심으로

The purpose of this study is to analyze how the content elements of fundamental rights education in the social studies curriculum have changed and what discourse has played a role in this change process. The discourse analysis was used to analyze changes in the curriculum of the 2015 revised curriculum and changes in textbook texts to analyze discourses related to the contents system of fundamental rights education. The summary of the analysis is as follows. First, as a result of quantitative analysis at the text level, the fundamental rights in the social rights area showed the highest frequency according to the fundamental rights classification system, and the law and institutional areas on fundamental rights showed the highest frequency according to the content domain classification system of fundamental rights education. Next, the results of qualitative analysis in the context of discursive practice confirmed that the discourses most important in selecting content elements of fundamental rights education were discourses for literacy and clarity. In addition, it was confirmed that in-depth analysis should be conducted in terms of which subject uses the discourse for what purpose. The results of this study are about which internal discourses and external discourses work in the process of selecting and coordinating elements of fundamental rights education in the curriculum and textbooks, and which discourses should be considered in order to achieve the purpose of social studies education.