Λεπτομέρειες βιβλιογραφικής εγγραφής
| Τίτλος: |
La educación para la ciudadanía global como transición hacia la complejidad. Pensamiento sistémico y competencias transformadoras en la formación del profesorado ; Education for Global Citizenship as a Transition towards Complexity. Systemic Thinking and Transformative Competences in Teacher Training |
| Συγγραφείς: |
Cerrato, Meri |
| Στοιχεία εκδότη: |
Ediciones Universidad de Salamanca (España) |
| Έτος έκδοσης: |
2024 |
| Συλλογή: |
Universidad de Salamanca: Gredos (Gestión del Repositorio Documental de la Universidad de Salamanca) |
| Θεματικοί όροι: |
Neoliberal globalisation, Target 4.7 Goal 4 Agenda 2030, Global Citizenship Education critical and meta-critical, Mercantile Pedagogy, Educational Poverty, Transformative Competencies, globalización neoliberal, Meta 4.7 Objetivo 4 Agenda 2030, Educación para la Ciudadanía Global crítica y metacrítica, pedagogía mercantil, pobreza educativa, competencias transformadoras |
| Περιγραφή: |
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. ; El dominio prepotente de la hegemonía de las doctrinas neoliberales está imponiendo retos educativos considerables con respecto a la consecución de los objetivos de la Agenda 2030. Nos enfrentamos a una crisis de civilización, en la que el actual modelo educativo y sus parámetros están siendo alterados, manipulados, dictados e impuestos ... |
| Τύπος εγγράφου: |
article in journal/newspaper |
| Περιγραφή αρχείου: |
application/pdf |
| Γλώσσα: |
Spanish; Castilian |
| Relation: |
Aula, 30 (2024); https://hdl.handle.net/10366/162788 |
| Διαθεσιμότητα: |
https://hdl.handle.net/10366/162788 |
| Rights: |
info:eu-repo/semantics/openAccess |
| Αριθμός Καταχώρησης: |
edsbas.A427C667 |
| Βάση Δεδομένων: |
BASE |