La educación para la ciudadanía global como transición hacia la complejidad. Pensamiento sistémico y competencias transformadoras en la formación del profesorado
Resumen 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 exclusivamente por organismos relacionados con el comercio. El propio capital humano y las competencias derivan terminológicamente del neoliberalismo global; aparentemente préstamos lingüísticos heredados del mundo empresarial, en realidad son constructos caracterizados por una complejidad que implica ciertas condiciones básicas en la formación docente, directamente relacionadas con el saber, el saber hacer y principalmente con el saber ser. La Educación para la Ciudadanía Global (ECG), consagrada en la meta 4.7 del Objetivos de Desarrollo Sostenible (ODS) n.º 4 de la Agenda 2030, se convierte en un objetivo educativo, en un imperativo global, capaz de gestionar la expansión de un tipo de pedagogía mercantil que a nivel ético y de valores está desestabilizando los ecosistemas escolares globales en términos de ética y valores. El análisis de la dimensión de la competencia transformadora del profesorado en el contexto de la globalización, debe conducirnos a nuevas reflexiones relacionadas con un proceso de replanteamiento crítico de la ECG. Reflexiones localizadas que necesitan ser profundizadas y contextualizadas desde dentro, en los variados contextos educativos desde lo local a lo global, para comprender dilemas, tensiones políticas y de poder, reorientando a todos hacia el bien común. La redefinición de la gestalt educativa en el desorden global, por lo tanto, implica la valorización de la riqueza de las competencias no cognitivas de los docentes, hoy indispensables para contrarrestar la fragilidad de la pobreza educativa.
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CAPOBIANCO, R., & CERRATO, M. (2022). Global citizenship education: The competencies of teachers to promote the 2030 agenda through civic education. Formazione & Insegnamento, XX - 2 - 2(Vol. 20 No. 2 (2022): In Dialogue: Places for Sustainable Education), 107-128. https://doi.org/https://doi.org/10.7346/-fei-XX-02-22_08
CAPOBIANCO, R., CERRATO, M., & FORTUNATO, E. (2022). Providing teachers with the soft skills needed to teach Civic Education: a comparison of best practices. In M. Pensa (Ed.), La ricerca educativa per la formazione degli insegnanti. Università degli Studi di Perugia: Vol. Book of abstracts (Pensa MultiMedia, pp. 96-98). https://www.researchgate.net/publication/365203368_La_ricerca_educativa_per_la_formazione_insegnanti_Convegno_Perugiaa_27_e_28_ottobre_2022_Bok_of_abstract
CAPOBIANCO, R., CERRATO, M., & FORTUNATO, E. (2023). Le buone pratiche di Educazione Civica per generare la cultura della democrazia in contesti di povertà educativa. The best practices of Civic Education To generate the culture of democracy in contexts of educational poverty. Lifelong, Lifewide Learning (LLL), 19(42), 241-253. https://doi.org/10.19241/lll.v19i42.709
CASTELLVÍ MATA, J. (2020). Schugurensky, D. y Wolhuter, Ch. (2020). Global Citizenship Education and Teacher Education. Theoretical and practical issues. Clío & Asociados La Historia Enseñada, 31, 177-180. https://doi.org/10.14409/cya.v0i31.9770
CELESTINO, T. (2023). High School Sustainable and Green Chemistry: Historical–Epistemological and Pedagogical Considerations. Sustainable Chemistry, 4(3), 304-320. https://doi.org/10.3390/suschem4030022
CERRATO, M. (2021). Educazione alla Cittadinanza Globale (ECG): le ore di futuro in una scuola trasformativa che possa trasformare. In Investigación e innovación educativa frente a los retos para el desarrollo sostenible (Vols. 1st, 2/1/22 ed., pp. 1271-1286). Dykinson. https://doi.org/https://doi.org/10.2307/j.ctv2gz3w6t
CERRATO, M. (2023a). Acting locally thinking globally: the ethics of care in the development of new glocal relational synapses. Pampaedia - Bollettino As.Pe.I. Educare è Crescere Insieme, N. 194 (2023), 18-33. https://doi.org/10.7346/aspei-012023-02
CERRATO, M. (2023b). L’Agenda 2030 nelle attuali politiche educative globali. In Renovación pedagógica y formación del profesorado en competencias para una educación sostenible. Dykinson (Ed.), Colección Conocimiento Contemporáneo. Seccion I, Capítulo 2 Los ODS en la educación estrategias, experiencias y emplementación: Vol. N.o 112, 1a edición (pp. 38-65).
CERRATO, M. (2023c). Società della competitività o delle competenze? Educazione alla cittadinanza globale (ECG) come processo di decolonizzazione ed internazionalizzazione dei curricoli scolastici. In Ricerca partecipativa e formazione sistemica (Ed.), Partecipazione e didattiche per l’apprendimento nella scuola aperta: Vol. 1 Quinta parte (Pensa MultiMedia, pp. 637-646). Collana EduVersi Società di Ricerca Educativa e Formativa (SIREF).
CERRATO, M., & FORTUNATO, E. (2023). Ethical-civic-transnational dimension in teaching-learning processes: the educational way of dialogue in the school of the 21st century. Iated Digital Library, 17th(INTED 2023 Proceedings), 5526-5534. https://doi.org/10.21125/inted.2023.1447
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DE ARRIBA RIVAS, C., & DEL PORTAL, E. I. R. (2023). Teachers’ insights from an ethics of care programme aimed at promoting global citizenship education in the classroom. Teaching and Teacher Education, 126, 1-9. https://doi.org/10.1016/J.TATE.2023.104075
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