Recursos
Exploren una amplia gama de recursos valiosos en GCED para profundizar su comprensión y promover su búsqueda, incidencia, enseñanza y aprendizaje.
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La convivencia escolar, cuestión humana; manual: orientación escolar en asuntos de convivencia Año de publicación: 2014 Autor corporativo: Secretaría de Educación del Distrito (SED) | Ficonpaz | District Secretariat of Education of Bogotá This manual, complementary to the module of the Integral Plans of Education for Citizenship and Civic Coexistence, has conceptual and methodological tools that support the reconstruction and systematization process. It’s a guide that is recommends to be employed with creativity, open dialogues with other participants and most of all, with constant territorial contextualization of the concepts, activities and tool-kits that are used. Educación para la ciudadanía y la convivencia: mi cuerpo, mi primer territorio; ciclo inicial (prejardín, jardín y transición) Año de publicación: 2014 Autor corporativo: Secretaría de Educación del Distrito (SED) | Fe y Alegría These twelve modules make reference to a series of activities that focus on how children from all the educative grades understand and live citizenship, strengthening and facilitating the learning processes based on autonomy. This educative materials, which are aimed at being implemented inside the classrooms, attempt to serve as input resources for educators and other agents that work on or are interested in working with citizenship education and coexistence. The overall objective is to provide quality education. Documento marco: educación para la ciudadanía y la convivencia Año de publicación: 2014 Autor: Iván Fernández Lefort Autor corporativo: Bogotá. District Secretariat of Education | Proyecto Educación para la Ciudadanía y la Convivencia (PECC) The Secretariat of Education of Bogotá has established education for citizenship and coexistence as one of the main topics of the Educative Sector Plan. The purpose is to strengthen the participatory, democratic and convivial processes that are developed at public schools. Therefore, the Secretariat of Education of Bogotá has created the Education for Citizenship and Civic Coexistence project. This document gathers the theoretical framework of citizenship and civic coexistence, orientated to the creation of curricula, learning communities and participatory spaces related to the development of civic capabilities that lead to a balance between academic knowledge and citizenship knowledge. It is mainly aimed for school managers, teachers and people interested in knowing the bases and orientations the project has, in order to be implemented at schools. 
Imaginando una educación para la ciudadanía global después del Covid-19 Año de publicación: 2020 Autor: Marta Estelles | Gustavo E. Fischman Autor corporativo: State University of Ponta Grossa La pandemia del Covid 19 ha creado condiciones sin precedentes en todas las áreas de la vida. A medida que la suspensión de las actividades escolares se ha convertido en "la nueva normalidad", numerosos expertos y formadores de opinión se han apresurado a lanzar sus recomendaciones a gobiernos y organizaciones educativas para normalizar las operaciones escolares. En este contexto novedoso, analizamos las propuestas para expandir el modelo de Educación para la Ciudadanía Global (ECG) que está siendo cada vez más apoyada por organizaciones internacionales, gobiernos y académicos.En este artículo, sostenemos que la orientación redentora que los modelos y propuestas de ECG han desarrollado en las últimas décadas resulta muy limitada para entender y resolver problemas actuales como la restricción de derechos de privacidad de la ciudadanía o el fortalecimiento de los nacionalismos excluyentes. En cambio, se necesitan modelos más realistas de ECG. Este documento concluye con nuevas preguntas para robustecer el debate y las alternativas para imaginar una ECG realista y no redentora. Palabras clave: Educación para la ciudadanía global. Pandemia de Covid-19. Pedagogía redentora. La convivencia escolar, cuestión humana: reflexión acerca del rol y función de la orientación escolar en asuntos de convivencia Año de publicación: 2014 Autor corporativo: Bogotá. Secretaría de Educación del Distrito (SED) | Fundación para la Reconciliación In this module, the Secretariat of Education of Bogotá, presents pedagogical instruments and activities that seek to support the educative communities in the creation and implementation process of the Integral Plans of Education for Citizenship and Civic Coexistence, strategy developed by the Secretariat of Education of Bogotá with the intention of installing the education for citizenship and civic coexistence in all public schools of the city. This material is expected to be used by school managers, teachers and interested people in the elaboration and development of the plans in each school. Lineamiento pedagógico: educación para la ciudadanía y la convivencia Año de publicación: 2014 Autor: Adriana Carrillo Monsalve | Lizbeth Guerrero Cuan | Katherine Porras Torrent | Rigoberto Solano Salinas | Yudy Velásquez Hoyos Autor corporativo: Bogotá. District Secretariat of Education | Proyecto Educación para la Ciudadanía y la Convivencia (PECC) This document contains the pedagogical principles that make the Education for Citizenship and Civic Coexistence not just a project, rather a proposal of an education policy sustained in the transformation of society, human welfare and the development of citizenship skills. Therefore, it is directed mainly to School Directors, coordinators, educational mediators and facilitators of Citizenship and Civic Coexistence, who wish to start the processes of strengthening citizen capabilities in their educational communities. In this document you can find what we have called the Learning Citizenship Path, a pedagogical tool that identifies learning in citizenship for each of the educational cycles in three dimensions -Individual, Societal, systemic- This Learning Citizenship Path facilitates the curricular integration of citizenship learning in a pedagogical and practical framework, with transversal projects and educational practices, taking into account citizenship skills and new knowledge. 
Escuelas en acción Ciudadanos del mundo para el desarrollo sostenible: guía para el alumnado Año de publicación: 2016 Autor corporativo: UNESCO The UNESCO Associated Schools Project Network (ASPnet) in Action: Global Citizens for Sustainable Development student guide aims to introduce secondary school students to Global Citizenship Education (GCED) and Education for Sustainable Development (ESD) and provide them with ideas and activities to contribute proactively to a more peaceful and sustainable world. The guide draws on the discussions and activities of almost 1,100 participants from 104 countries, including ASPnet National Coordinators, school principals, teachers, students and experts who contributed to the ASPnet Online Collaborative Platform: Global Citizens Connected for Sustainable Development in 2014 and 2015 [http://en.unesco.org/aspnet/globalcitizens]. You will find in this student guide: An overview of what it means to be a global citizen and of how you can contribute to sustainable development. Ideas for getting active yourself, as part of your home, school, community, country and globally. Selected activities on GCED and ESD from ASPnet schools around the world. 
Educación Inclusiva Año de publicación: 2008 Autor corporativo: UNESCO International Bureau of Education (IBE) La educación inclusiva: el camino hacia el futuro es el tema de la cuadragésimo octava reunión de la Conferencia Internacional de Educación (CIE) que tendrá lugar en Ginebra del 25 al 28 de noviembre de 2008. Creo que un genuino diálogo y un franco debate entre los ministros y otros actores de la educación sobre este tema central y sobre los cuatro subtemas relacionados: enfoques, alcance y contenido; políticas públicas; sistemas, interfaces y transiciones, y alumnos y docentes, resultarán a la vez oportunos y apropiados. Aprender a vivir juntos: ¿hemos fracasado? Síntesis de las reflexiones y los aportes surgidos durante la 46a Conferencia Internacional de Educación de la UNESCO, Ginebra, 5-8 de septiembre de 2001 Año de publicación: 2003 Autor corporativo: UNESCO International Bureau of Education (IBE) | UNESCO Brasilia The present book is based mainly on the work of the forty-sixth session of the International Conference on Education (ICE), organized by UNESCO’s International Bureau of Education (IBE) and held in Geneva from 5 to 8 September 2001. The theme of the conference was ‘Education for All for Learning to Live Together: Contents and Learning Strategies - Problems and Solutions’. Unless stated otherwise, the numerous quotations chosen to illustrate the points made in this book are from ICE documents and contributions. The Conclusions and Proposals for Action adopted by the 2001 ICE are provided in Chapter V.The ICE is the only regularly occurring event during which Ministers of Education from all over the world can meet. It therefore serves as a unique and highly appreciated international forum for high-level dialogue on educational issues and their policy implications.The 2001 ICE brought together over 600 participants from 127 countries, including in particular 80 Ministers and 10 Vice-Ministers of Education, as well as representatives of intergovernmental and non-governmental organizations. The themes of the 2001 ICE were, and still are, very relevant all over the world: those in charge of education have become well aware of the necessity and complexity of living together, as well as of the role and limits of education in this respect.The ICE was inspired by abundant literature dealing with the principle issues that participants debated, including: Preparatory reports;National reports presented by the Member States;Examples of initiatives and good practice (including those presented at the conference as video case studies);Messages from Ministers of Education attending the Conference;And contributions from the numerous researchers, experts, educationists and decision makers at all levels of education who also participated in the Netforum between April and August 2001.More information and opinions on the vast issue of Education for All for Learning to Live Together were added during the Conference itself, in the form of keynote addresses, presentations and debates during the two plenary sessions, six thematic workshops and the special session devoted to partnerships with civil society.The present book draws on this wealth of experience, research, opinions, ideas and visions of the future. It seeks to contribute to bringing the debate on Education for All for Learning to Live Together closer to actors of the global educational community. By setting out ins concise way the key issues and proposed actions, and illustrating them with concrete examples, numerous quotations and a number of questions, this book is intended particularly for teacher trainers, teachers themselves and their professional organizations, as well as for all actors in civil society who endeavour to improve the quality of education, to encourage dialogue and to foster in this way the capacity for living together.Neither a ‘conference report’ nor a scientific or academic work, this book is intended to be a sort of ‘gallery of photographs’ of the forty-sixth session of the ICE – its atmosphere of dialogue, the themes of its debates, and the first-hand descriptions and experiences exchanged. Far from prescribing norms or standards, it intends to share information, ideas and practices, rather like the ICE itself, in a spirit of exchange and dialogue. 
La formación inicial docente en educación para la ciudadanía en América Latina: Análisis comparado de seis casos nacionales Año de publicación: 2017 Autor corporativo: UNESCO Santiago El presente informe da cuenta de un estudio impulsado por la Estrategia Regional sobre Políticas Docentes de OREALC-UNESCO, acerca de la Formación Inicial Docente en educación para la ciudadanía en América Latina. Su propósito es examinar la presencia de la educación ciudadana en el currículum de la formación de docentes de seis países de la Región –Argentina, Chile, Colombia, Guatemala, México y Perú-, interrogando acerca de qué contenidos, organizados en qué forma, y cubriendo qué temáticas, caracterizan la preparación de maestros y maestras en esta crucial dimensión de la experiencia formativa que provee la escolaridad.