Recursos
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International Education Course Año de publicación: 2019 Autor: Juan Ignacio Martínez de Morentin | Concepción Medrano Autor corporativo: UNESCO Chair in Communication and Educational Values UNESCO understands international education as a process resulting from international understanding, cooperation, peace and global citizenship education. This results from combining three perspectives: the first, human rights--in a strict sense--the second, fundamental liberties--stressing its possibilities and requirements--and the third, the United Nations system--understanding the way in which it is committed to achieving peace.International education is education for international understanding. This understanding must impregnate all of its educational systems, actions and materials. It is not a separate course. Instead, it must be present in all courses. International education or education for international understanding is the entire programme, the motivation behind any teaching & learning process. This course explains ideas and models that UNESCO has worked with in order to clarify what it aims for in education. This is seen through the resolutions of the general conferences and the Executive Board decisions, which are UNESCO´s framework in defining international education. Curso de Educación Internacional Año de publicación: 2019 Autor: Juan Ignacio Martínez de Morentin | Concepción Medrano Autor corporativo: UNESCO Chair in Communication and Educational Values Para la UNESCO, la educación internacional es un proceso que desemboca en comprensión, educación para la ciudadanía, cooperación y paz internacionales.Este resultado depende de conjugar tres perspectivas: derechos humanos -sumergiéndose en su significado-, libertades fundamentales -ejercitando sus posibilidades y exigencias- y sistema de las Naciones Unidas -conociendo esa forma de comprometerse en el logro de la paz. La educación internacional es educación para la comprensión internacional.Y ha de impregnar todas las acciones y materias del sistema educativo. No es una asignatura aparte; ha de articularse con todas ellas. La educación internacional o educación para la comprensión internacional es el programa, la motivación de cualquier proceso de enseñanza/aprendizaje.Este curso muestra ideas y diseños que la UNESCO ha ido trabajando para llegar a clarificar lo que persigue en el ámbito educativo. Las resoluciones de las conferencias generales y las decisiones del Consejo Ejecutivo son mimbres utilizados por la UNESCO para definir la educación internacional. 
Identity: A Planetary Construction, a Cosmological Perspective Año de publicación: 2016 Autor: Norma Azucena Flores Retana In the article the author asks herself what a planetary citizenship is and how it should be promoted. She starts by questioning econocimic perspectives and ends by focusing on an ideal based on solidarity. In the article summary she states: "We live in a world that evolves and changes at a very high speed, a world that is become planetary, that is interdependant and interconnected. Some authors call it the planetary era, others a planetary consciousness. The important thing is to stop and think. Up to what extent, this new world reality, planetary, influences our individual and social identities? How can we educate ourselves in a new planetary conciousness, for a new individual and social identity?, and, which are the paths that we should follow? These are key questions which I will try to analyse in the article, recognizing ourselves not only as human beings that are individual and social, but also planetary." In the article the author provides broad answers and perspectives to the questions stated in the summary. La identidad : una construcción planetaria, una perspectiva cosmológica Año de publicación: 2016 Autor: Norma Azucena Flores Retana En el artículo la autora se pregunta qué es una ciudadanía planetaria y cómo debería fomentarse esta. Comienza haciendo una critica a las perspectivas econocimicistas para luego centrarse en un ideal basado en la solidaridad. En su resumen del artículo dice: "Vivimos en un mundo que evoluciona y cambia vertiginosamente, un mundo que deviene planetariamente, que es interdependiente y se mantienen interconectado. Algunos autores le llaman la era planetaria, otros le llaman la conciencia planetaria. Lo importante es detenerse y pensar ¿En qué medida, esta nueva realidad mundial, planetaria influye en la construcción de nuestra identidad individual y social?, ¿Cómo educarnos en una nueva conciencia planetaria, para una nueva identidad individual y social? y ¿Cuáles son los caminos a seguir? Estas son preguntas claves las cuales tratare de abordar en el siguiente escrito, reconociéndonos como seres humanos no solo individuales y sociales, sino sujetos planetarios. " En el artículo la autora da respuestas y perspectivas amplias a las preguntas que plantea en el resumen. 
Universal Citizenship and Free Human Mobility: A Look from the Thematic Profile of International Scientific Production Año de publicación: 2019 Autor: Leonardo Vicente Vera Viteri, Jimmy Manuel Zambrano Acosta | Dania Deroy Dominguez In the summary the author explains that: "The present article makes an approach to the concept of citizenship as endowing and at the same time denying rights, and how it was extended to all people, including migrants. At the same way, a chronological analysis of the scientific production about Free Citizenship and Human Mobility in Scopus is carried out." In the article the author analyzes these aspects and ends by concluding that the academy may promote universal citizenship. Ciudadanía Universal y Libre Movilidad Humana: una mirada desde el perfil temático de la producción científica internaciona Año de publicación: 2019 Autor: Leonardo Vicente Vera Viteri, Jimmy Manuel Zambrano Acosta | Dania Deroy Dominguez En el resumen el autor explica que: "El presente artículo realiza una aproximación al concepto de ciudadanía como dotadora y a la vez negadora de derechos y la manera en la que se ha ampliado a todas las personas, entre ellos a los migrantes. Igualmente hace un análisis a la producción de conocimiento sobre el tema de Ciudadanía Libre y Movilidad Humana tomando como punto de partida el análisis cronológico de la producción científica indizada en Scopus." En el artículo el autor realiza este análisis y termina concluyendo que la academia puede fomentar la ciudadanía universal. 
Ecopedagogy and citizenship in the age of globalisation: connections between environmental and global citizenship education to save the planet Año de publicación: 2015 Autor: Greg William Misiaszek Autor corporativo: Wiley‑Blackwell Teaching the connections between environmentally-harmful acts and social conflict is essential but is often ignored in education. This article presents two ways in which these are not taught because of the policies of those who benefit from the ignorance of these connections: first, the avoidance of teaching global-local connectivity and second, the devaluing of non-dominant cultures. Ecopedagogy is a democratic, transformative pedagogy centred on increasing justice by critically teaching the politics of environmental issues. I argue that global citizenship education (GCE) must be an element of ecopedagogy to contextually learn globalisation's effects upon local communities. In addition, GCE's goal is to increase students' understanding of diverse cultures to respect them. Ecopedagogy is also essential to GCE to fully teach social conflicts resulting from environmentally harmful acts. I offer policy and pedagogical changes to disrupt reproductive environmental pedagogies that help to sustain environmental ills for ecopedagogy-GCE models to emerge. Ecopedagogy et Citoyenneté à l'ère de la Mondialisation: des liens entre l'environnement et l'éducation à la citoyenneté Mondiale (ECM) pour sauver la planète Año de publicación: 2015 Autor: Greg William Misiaszek Autor corporativo: Wiley‑Blackwell Enseigner les liens entre les actes nuisibles à l'environnement et les conflits sociaux est essentielle, mais est souvent ignorée dans l'éducation. Cet article présente deux façons dont ceux-ci ne sont pas enseignées à cause des politiques de ceux qui profitent de l'ignorance de ces connexions: d'abord, l'évitement de l'enseignement connectivité mondiale-locale et, deuxièmement, la dévalorisation des cultures non dominantes. Ecopedagogy est une société démocratique, la pédagogie transformative centrée sur l'augmentation de la justice par l'enseignement critique la politique des questions environnementales. Je soutiens que L'éducation à la citoyenneté Mondiale (ECM) doit être un élément de ecopedagogy apprendre contextuellement les effets de la mondialisation sur les communautés locales. En outre, l'objectif de l'ECM est d'accroître la compréhension des élèves de diverses cultures à les respecter. Ecopedagogy est également essentiel d'ECM pour enseigner pleinement les conflits sociaux résultant d'actes préjudiciables à l'environnement. Je propose des changements politiques et pédagogiques pour perturber les pédagogies environnementaux de reproduction qui aident à maintenir les maux environnementaux pour les modèles ecopedagogy-ECM à émerger. 
Video sketch: Global Youth Advocacy Workshop on GCED Año de publicación: 2015 Autor corporativo: APCEIU APCEIU produced a video on the Global Youth Advocacy Workshop on GCED held in Busan, Republic of Korea, from 30 March to 4 April 2015. The workshop invited 45 youth participants from 34 countries around the world, who are actively engaged with and committed to advocating and educating youth for GCED in their local contexts.This short video sketch of the workshop provides an overview of the activities carried out during the workshop and also includes the interviews of the participants, who shared their expectations, impressions, and reflections on the workshop.The workshop was co-organized by APCEIU, UN Secretary General’s Global Education First Initiative (GEFI), and the UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP); and sponsored by Educate A Child and the Geum-jeong District of Busan Metropolitan City. 
Education à la citoyenneté mondiale: thèmes et objectifs d'apprentissage Año de publicación: 2015 Autor corporativo: UNESCO This publication, titled Global Citizenship Education: Topics and learning objectives, is the first pedagogical guidance from UNESCO on global citizenship education. It is the result of an extensive research and consultation process with experts from different parts of the world. This guidance draws on the UNESCO publication Global Citizenship Education: Preparing learners for the challenges of the 21st century and the outcomes of three key UNESCO events on global citizenship education: the Technical Consultation on Global Citizenship Education (September 2013), as well as the First and Second UNESCO Fora on Global Citizenship Education, organized in December 2013 and January 2015 respectively. Before it was finalized, the guidance was field-tested by education stakeholders in selected countries in all regions to ensure its relevance in different geographical and socio-cultural contexts. Following the foundational work of UNESCO to clarify the conceptual underpinnings of global citizenship education and provide policy and programmatic directions, this document has been developed in response to the needs of Member States for overall guidance on integrating global citizenship education in their education systems. It presents suggestions for translating global citizenship education concepts into practical and age-specific topics and learning objectives in a way that allows for adaptation to local contexts. It is intended as a resource for educators, curriculum developers, trainers as well as policy-makers, but it will also be useful for other education stakeholders working in non-formal and informal settings.