Critical pedagogy applications in Turkish and human rights, citizenship and democracy clases at the 4th grade of primary school

Critical pedagogy, which is criticised for a long time, is an alternative approach againist the traditional education concept. Critical pedagogy is an approach searching for information on what is education. This approach is based on the commen fact that the teacher can also learn from the student. The aim of this approach is to raise citizens who are self confident, responsible, questining, contributive and have critical points of view. The aim of this research isto find out how the Critical Pedagogy applications are carried out in Critical Pedagogy Applications in Turkish and Human Rights, Citizenship and Democracy clases at the 4th grade of primary school. Research, quality of research and aim of research have been figured with activity research which is one of models of quality. The application of research had been realized on 4/B classroom students of Ziya Gökalp Primary School at Center of Çınar Town of Diyarbakır at 2015-2016 Education Year. Application about critical pedagogy in the selected classroom had been realized to all class. Critical pedagogy applications at the research started on 9th November 2015 and finished on 10th March 2016 after 14 weeks of application period. Needed data for sugesstion in order to solve problems at this research consists of video recordings, student's dairies, reflective journal, semi configurated conversation, notes taken at commision meetings, student works and homework. Results appeared based on research findings can be arranged as follows; •With critical pedagogy application , awareness development had been observed in students' problem solving, critical and creative cosideration skills. Instantly feedback has positive effects on students and encouraging students in thinking led them struggle about finding solution and it has also been seen that student who tried and succeded was pleased and happy. •It has been observed that for students to obey the decisions taken or embrace decisions and taking decision in democratic way was so effective. Although the decision taken was about situation he/she did not like or did not retify, he talked about decision but obey it. During applications, still deciding in case of cofussion opinion of suggesting of selecting democratically came from them showed that it was embraced. Making decision as a class had been followed as a group too. Although there were very few problems ,they were solved democratically. •It was observed that student demanded not to use offending and slang language, it was mentioned to need respect and love individually so it was concluded that they wanted to receive education in an environment without quarrel and tranquil. •The artistic activities made learning enjoyable, uncovered the latent abilites of the students, and developed the students self confidence. It was seen that some of the students were good at acting, some of the students were good at writing poems, and some had the ability to write stories. The students, who realised their abilities, stated that now they believe in themselves. •It was concluded that the students felt bored at school, they wanted to play more games, they imagined a school where they were happy and had fun, and they wanted feel secure. That's why, it was seen that the students had good times and were active in the clases perceived as games and whenever the students provided a solution, they included game activities.