Competences in Global Citizenship Education: From the Indications of the Italian National Curriculum to the Initial Teacher Training of Pre-school and Primary Education

  1. Sara Navarro Lalanda
Actas:
Proceedings of the 2nd International Conference of the Journal Scuola Democratica Reinventing education, Volume I. Citizenship, Work and The Global Age

Editorial: Associazione “Per Scuola Democratica”

ISBN: 978-88-944888-6-9

Año de publicación: 2021

Volumen: 1

Páginas: 549-563

Tipo: Aportación congreso

GOOGLE SCHOLAR

Resumen

Global Citizenship Education (GCED) is one of the strategic areas of UNESCO's Education Program that aims to instill in learners the values, attitudes and behaviors that form the basis of responsible global citizenship. This area has been developing in recent years in the different grades and orders of formal education, as reflected in the Eurydice report (2017). In line with this evolution, the present study analyses, from a documentary methodology, the competences of Global Citizenship Education present in the Italian curricula of Nursery School and Primary School. This analysis will allow us to deepen the competences to be developed in the new civic education subject that, by ministerial decree (D.M. n.35 of June 22, 2020), has been adopted in application of Law n. 92 of August 20, 2019. Furthermore, the study of the implementation of the transversal subject in the Pre-school education and Primary education levels of the Italian school will lead us to reflect on the new competences in Global Citizenship Education necessary to develop an effective and quality Initial Teacher Training

Referencias bibliográficas

  • Aguilar Forero, N. (2019a). «Videoactivismo y trabajo por proyectos: una experiencia de Educación para la Ciudadanía Mundial en Colombia», Educaçao e Pesquisa: Revista da Faculdade de Educação da Universidade de São Paulo, 45 (0), 1-20.
  • Aguilar Forero, N. (2019b). «Ciberactivismo y educación para la ciudadanía mundial: una investigación acción participativa con dos experiencias educativas de Bogotá», Palabra Clave, 22 (2), 1-31.
  • Aguilar Forero, N., Velásquez Niños, A. M. (2018). «Educación para la ciudadanía mundial en Colombia: Oportunidades y desafíos», Revista mexicana de investigación educativa, 23 (78), 937-61.
  • Aguilar-Forero, N., Mendoza Torres, D. F., Velásquez, A. M., Espitia, D. F., Ducón Pardey, J., De Poorter, J. (2019). «Educación para la ciudadanía mundial. Una innovación curricular en ciencias sociales», Revista internacional de educación para la justicia social (RIEJS), 8 (2), 89-111.
  • Council of Europe, (2018). Reference Framework of Competences for Democratic Culture, Volume 1: Context, concepts and model. https://rm.coe.int/prems-008318-gbr-2508-referenceframework-of-competences-vol-1-8573-co/16807bc66c Decreto Ministeriale 35 (22 june 2020). Allegato A. Linee guida per l’insegnamento dell’educazione civica.
  • European Commission/EACEA/Eurydice (2017). Citizenship Education at School in Europe 2017. Eurydice Report. Luxembourg: Publications Office of the European Union. http://blog.intef.es/cniie/2018/02/07/eurydice-publica-el-brief-del-estudio-de-educacion-en-ciudadania-en-europa/
  • Gazzetta Ufficiale, Serie Generale n. 30 (5 febbraio 2013), Indicazioni nazionali per il curricolo della scuola dell’infanzia e del primo ciclo d’istruzione. Retrieved from http://www.indicazioninazionali.it/wp-content/uploads/2018/08/decreto-ministeriale-254-del-16-novembre-2012-indicazioni-nazionali-curricolo-scuola-infanzia-e-primo-ciclo.pdf
  • Gil Claros, M. G. (2018), «Educación y ética para una ciudadanía mundial», Boletín Redipe, 7, (2), 43-52.
  • MIUR (2012), «Indicazioni nazionali per il curricolo della scuola dell’infanzia e del primo ciclo d’istruzione», Annali della Pubblica Istruzione. Rivista bimestrale del Ministero dell’Istruzione, dell’Università e della Ricerca, numero speciale 2012. Retrieved from http://www.indicazioninazionali.it/wp-content/uploads/2018/08/Indicazioni_Annali_Definitivo.pdf
  • Matarranz, M., Pérez Roldán, T. (2016). «¿Política educativa supranacional o educación supranacional? El debate sobre el objeto de estudio de un área emergente de conocimiento», Revista española de educación comparada, 28 (Ejemplar dedicado a: Educación para la Ciudadanía Global), 91-107.
  • MIUR, (2018). Indicazioni nazionali e nuovi scenari. Documento a cura del Comitato Scientifico Nazionale per le Indicazioni Nazionali per il curricolo della scuola dell’infanzia e del primo ciclo di istruzioni. Retrieved from http://www.indicazioninazionali.it/wp-content/uploads/2018/08/Indicazioni-nazionali-e-nuovi-scenari.pdf
  • MIUR, (22 august 2007). Decreto ministeriale n. 139 Regolamento recante norme in materia di adempimento dell’obbligo di istruzione. Retrieved from https://archivio.pubblica.istruzione.it/normativa/2007/dm139_07.shtml
  • Nussbaum, M.C. (2011), Sin fines de lucro. Por qué la democracia necesita de las humanidades, Bogotá, Katz.
  • Nussbaum, M. C. (2005), El cultivo de la humanidad. Un defensa clásica de la reforma en la educación liberal, Barcelona, Paidós. Osservatorio nazionale sull’internazionalizzazione delle scuole e la mobilità studentesca (2020), L’educazione civica e la dimensione internazionale. https://www.scuoleinternazionali.org/_files/uploads/rapporto_2020.pdf
  • UNESCO (1996), Learning: the treasure within; report to UNESCO of the International Commission on Education for the Twenty-first Century, London, HMSO.
  • UNESCO (2013), Outcome document of the Technical Consultation on Global Citizenship Education: Global citizenship education: an emerging perspective. Seoul. https://unesdoc.unesco.org/ark:/48223/pf0000224115
  • UNESCO (2015a), Incheon Declaration: Education 2030: Towards inclusive and equitable quality education and lifelong learning for all. World Education Forum, Incheon, Korea R.
  • UNESCO (2015b), Global Citizenship Education: Topics and Learning Objectives. France.