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Education for Global Citizenship(Acta Scientiarum. Education; vol. 44) Year of publication: 2022 Author: Williams Ibarra Figueroa | Elia Calderón Leyton Corporate author: Acta Scientiarum. Education This work explores the relationships between citizen training in education and the human development necessary for the formation of democratic citizens. The text also presents different controversies that revolve around the concept of citizenship in light of various theoretical conceptions, and a position is assumed that favors its application in educational proposals in an international context. Even revealing the sources that generate the conception of the formation of citizens throughout history presupposes analyzing the synergies that characterize the models of citizenship and the educational projection of each educational stage. The importance of reflecting on the rationality of pedagogical decisions includes an exercise to recognize the challenge that the new challenges of our time imply, from the training processes for the exercise of global citizenship. 
Education for Global Citizenship as a Transformative Methodological Proposal: Reflections and Practical Proposals Year of publication: 2019 Author: Isarel García | Joan Gratacós | Desiderio De Paz | Mercè Gil | Assumta Zapata Corporate author: Oxfam International This publication, the result of the collaborative work of the Network of educators for global citizenship, is a proposal for reflection and practical examples regarding the transformative nature of Education for global citizenship, being essential that for this educational approach that its actions educational activities are aimed at promoting critical thinking, dialogue, collaboration, solidarity and commitment to transform inequalities and promote social justice, equity and sustainable development. The methodological approach, therefore, must also be transformative and the strategies that accompany processes, promote this social transformation. Transformative methodologies are inherent to Education for global citizenship and the methodological processes that contribute to the construction of schools for global citizenship, in our opinion, should be based on three different pillars: promote the transformative dimension of education to build another world possible and necessary, promote a socio-affective approach focused on solidarity and cosmopolitan empathy and promote the construction of a more participatory and integrated curriculum that generates meaning in teachers and students.