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Educação para a cidadania global: preparando alunos para os desafios do século XXI Año de publicación: 2014 Autor corporativo: UNESCO The United Nations Secretary-General’s Global Education First Initiative (GEFI) has established education as a means to ‘foster global citizenship’ – one of its three priority areas. To support this, UNESCO organized two landmark meetings on GCE in 2013. This publication aims to define the parameters of GCE by using the collective expertise, experience and wisdom of those participants who gathered at these landmark events, and to plan for future action in line with emerging thinking and other ongoing work. The review establishes that GCE has a critical role to play in equipping learners with competencies to deal with the dynamic and interdependent world of the twenty-first century. While GCE has been applied in different ways in different contexts, regions and communities, it has a number of common elements, which include fostering in learners. In formal settings, GCE can be delivered as an integral part of an existing subject (such as civic or citizenship education, social studies, environmental studies, geography or culture), or as an independent subject area. Integrated models appear to be more common. Some less traditional, but at least as effective, pathways for GCE have included the following: the use of information and communication technologies and social media, sport competitions and the use of art and music, and youth-led initiatives employing a wide variety of approaches. Both traditional and new horizons for GCE are profiled in this review. This publication also explores a number of enabling conditions for the promotion and implementation of GCE. These include: the existence of an open environment for universal values, the implementation of transformative pedagogy and support for youth-led initiatives. The review acknowledges that there are a number of ongoing tensions with the concepts of global citizenship and global citizenship education. While these tensions vary, they all point to the fundamental question of how to promote universality (e.g. common and collective identity, interest, participation, duty), while respecting singularity (e.g. individual rights, self-improvement). Some ways forward to resolve these tensions are suggested, whilst maintaining that challenges around theoretical elements of GCE should not undermine its practice. The processes documented in this publication have strengthened partnerships, built coalitions and contributed to improving the evidence base on the theory and practice of global citizenship education. While there are tasks that remain, this foundation bodes well for improving the enabling conditions and the practices highlighted in this review. By preparing learners to fulfil their potential in an increasingly globalized world, we are promoting transformed societies that are also better equipped to deal with the twenty-first century challenges and to seize twenty-first century opportunities. 
Tackling Controversial Issues in the Citizenship Classroom: A Resource for Citizenship Education Año de publicación: 2012 Autor: Lesley Emerson | Mary Gannon | Conor Harrison | Valerie Lewis | Anne-Marie Poynor Autor corporativo: City of Dublin Vocational Education Committee (CDVEC). Curriculum Development Unit | European Union (EU) The purpose of this resource is to provide teachers with the opportunity to reflect on a number of issues associated with teaching controversial issues in the classroom. It offers a practical approach which allows students to explore controversial issues which arise in citizenship and other areas of the curriculum in a way which is safe for both teacher and students. 
Equality & Diversity: Building a Culture of Equality in Our Society; A Citizenship Education Resource for Transition Year and Key Stage 4 Año de publicación: 2012 Autor: Mary Gannon | Aoife Ruane-Kelly Autor corporativo: City of Dublin Vocational Education Committee (CDVEC). Curriculum Development Unit | Centre for Cross Border Studies This resource is intended to support young people in critically exploring the concepts of equality and diversity and in acting to build a culture of equality within their own environment and within society. Looking specifically at equality and diversity within the school, community and society, the resource provides an opportunity for students to increase their knowledge and understanding of equality, develop the skills to critically analyse inequality, and become empowered to actively promote equality within their school and/or community.The resource is intended primarily for use in Citizenship Education in Transition Year (Ireland) and Key Stage 4 (Northern Ireland). As a resource on equality and diversity, it is clearly based on human rights, which underpin the citizenship curricula in both jurisdictions. It meets the aims of the KS 4 curriculum for Local and Global Citizenship by helping students:Respond to the specific challenges and opportunities which diversity and inclusion present in Northern Ireland and the wider worldIdentify and exercise their rights and social responsibilities in relation to local, national and global issuesDevelop their understanding of the role of society and government in safeguarding individual and collective rights in order to promote equality and to ensure that everyone is treated fairlyDevelop their understanding of how to participate in a range of democratic processesDevelop awareness of key democratic institutions and their role in promoting inclusion, justice and democracy. 
Pedagogical Guide for an Intercultural, Anti-Racist and Gender Perspective Education: Ideas, Experiences and Tools Año de publicación: 2017 Autor corporativo: Programa Interdisciplinario de Estudios Migratorios (PRIEM) | Fundación Superación de la Pobreza (FSP) | Embajada de Canadá en Chile The book is about intercultural, anti-racist and gender education and contains both theoretical and practical working tools, as well as international and dynamic experiences for working in educational settings. Guía pedagógica para una educación intercultural, anti-racista y con perspectiva de género: Ideas, experiencias y herramientas Año de publicación: 2017 Autor corporativo: Programa Interdisciplinario de Estudios Migratorios (PRIEM) | Fundación Superación de la Pobreza (FSP) | Embajada de Canadá en Chile El libro trata sobre la educación interculural, anti-racista y de género y contiene tanto herramientas de trabajo teóricas como prácticas, así como experiencias internacionales y dinámicas para el trabajo en espacios educativos. 
A Human Rights-Based Approach to Education for All Año de publicación: 2008 Autor corporativo: United Nations Children's Fund (UNICEF) This publication presents the theoretical foundations of human rights education and the responsibilities of states in guaranteeing them. Un enfoque de la educación para todos basado en los derechos humanos Año de publicación: 2008 Autor corporativo: United Nations Children's Fund (UNICEF) En esta publicacion se presentan las bases teóricas de la educación para los derechos humanos y las responsabilidades de los estados en su garantía. 
Know Your Rights!: United Nations Declaration on the Rights of Indigenous Peoples for Indigenous Adolescents Año de publicación: 2013 Autor corporativo: United Nations Children's Fund (UNICEF) This publication presents, in a format specifically targeted at indigenous adolescents, the United Nations Declaration on the Rights of Indigenous Peoples, its implications and relationship with indigenous movements. ¡Conoce tus derechos!: Declaración de las Naciones Unidas sobre los Derechos de los Pueblos Indígenas para adolescentes indígenas Año de publicación: 2013 Autor corporativo: United Nations Children's Fund (UNICEF) Esta publicación presenta, en un lenguaje dirigido específicamente a adolescentes indígenas, la Declaración de las Naciones Unidas sobre los Derechos de los Pueblos Indígenas, sus implicaciones y relación con los movimientos indígenas. 
مشروع السلطان قابوس للمؤتلف الإنساني Año de publicación: 2019 Autor corporativo: Al Shabiba البرنامج يتطرق لمشروع المؤتلف الإنساني وأهميته وأهدافه. المشروع جاء بمباركة من السلطان الراحل من أجل جمع جهود الأمم في تحسين حياة البشر، ولإثارة الوعي الانساني بأهمية منظومة الاخلاق العالمية المشتركة.