Educación para la ciudadanía global en educación primariaun análisis comparativo de los documentos de política educativa en Portugal y España

  1. Noelia Santamaría-Cárdaba 1
  2. Mónica Lourenço 2
  1. 1 Universidad de Valladolid. España
  2. 2 University of Aveiro. Portugal
Journal:
Revista Iberoamericana de Estudios de Desarrollo= Iberoamerican Journal of Development Studies

ISSN: 2254-2035

Year of publication: 2021

Volume: 10

Issue: 2

Pages: 130-158

Type: Article

DOI: 10.26754/OJS_RIED/IJDS.585 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Revista Iberoamericana de Estudios de Desarrollo= Iberoamerican Journal of Development Studies

Sustainable development goals

Abstract

In this study it is investigated whether, to what extent, and how the education policy documents of Portugal and Spain aimed at the first years of schooling are responding to international calls to educate critical and responsible citizens. To do this, a qualitative methodology was adopted in the analysis of the documents that regulate the six to ten years old curricula in both countries. Data was analysed using content analysis, with categories deriving from the UNESCO (2015) framework on global citizenship education (GCE) dimensions and key learner attributes. Results suggest that the curricula for the first years of schooling of both countries are compatible with the principles of GCE. Yet, strong additional efforts are required for a successful implementation of this educational perspective in the long run.

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