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- Title
LA EDUCACIÓN PARA LA CIUDADANÍA GLOBAL COMO TRANSICIÓN HACIA LA COMPLEJIDAD. PENSAMIENTO SISTÉMICO Y COMPETENCIAS TRANSFORMADORAS EN LA FORMACIÓN DEL PROFESORADO.
- Authors
Cerrato, Meri
- Abstract
The overbearing dominance of the hegemony of neoliberal doctrines is imposing considerable educational challenges with regard to achieving the goals of the 2030 Agenda. We are facing a crisis of civilisation, in which the current educational model and its parameters are being altered, manipulated, dictated and imposed exclusively by trade-related bodies. Human capital itself and competences are terminologically derived from global neoliberalism; apparently linguistic borrowings inherited from the business world, they are in fact constructs characterised by a complexity that implies certain basic conditions in teacher education, directly related to knowing, knowing how to do and mainly knowing how to be. Global Citizenship Education (GCED), enshrined in target 4.7 of Sustainable Development Goal (SDG) 4 of Agenda 2030, becomes an educational objective, a global imperative, capable of managing the expansion of a type of commercial pedagogy that is destabilising global school ecosystems in terms of ethics and values. The analysis of the dimension of teachers' transformative competence in the context of globalisation should lead us to new reflections related to a process of critical rethinking of the GCE. Localised reflections that need to be deepened and contextualised from within, in the varied educational contexts from the local to the global, in order to understand dilemmas, political and power tensions, reorienting all towards the common good. The redefinition of the educational gestalt in the global disorder, therefore, implies the valorisation of the wealth of non-cognitive competences of teachers, today indispensable to counteract the fragility of educational poverty.
- Subjects
WORLD citizenship; EDUCATIONAL objectives; CITIZENSHIP education; HUMAN capital; SUSTAINABLE development; GESTALT therapy
- Publication
Aula (0214-3402), 2024, Vol 30, p51
- ISSN
0214-3402
- Publication type
Article
- DOI
10.14201/aula2024305171