EDUCATION FOR GLOBAL CITIZENSHIP
challenges for BNCC and teacher training
DOI:
https://doi.org/10.22478/ufpb.1983-1579.2020v13nEspecial.54368Keywords:
Curriculum, BNCC, BNC-Training, Global Citizenship, University educationAbstract
This article aims to present and discuss the concept of global citizenship. Our central problem is to reflect on the possibilities for the construction of Education for Global Citizenship (ECG) in the Brazilian context, establishing a relationship with the curricular debates, notably those that concern the Common National Curricular Base (BNCC) and the Common National Base for Initial Training for Basic Education Teachers (BNC-Training). In addition, to put the training contexts on the scene, we will present an exploratory study carried out with students from higher education, from different institutions in Brazil, whose objective was to know what students think about the process of education for global citizenship. The concept of education for global citizenship appears prominently in the 2030 educational agenda and in the Sustainable Development Goals (UNESCO, 2015), so that the implementation of the ECG pervades all levels of the educational system. If this idea appears in continuity with the guidelines promoted by international organizations, it is nevertheless contested and difficult to operate in national education systems. In addition to what is present in the official documents, it is fundamental to question how the curricula practiced in the courses in the areas already mentioned contribute (or not) to the understanding of what global citizenship is, with possibilities of building and reframing the concept of citizenship, aiming to expand it. it, from a critical perspective, encompassing aspects that go beyond overcoming intolerance and building a more solidary global thinking.
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