Recursos
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The Paraguayan Educational System Facing the Social Challenges of the 21st Century: A Historical Evolution Towards the Educational Goals Program 2021 Año de publicación: 2018 Autor: Carlos Novella García Autor corporativo: Autonomous University of Madrid In the summary the author sustains: "In 2011 the Iberoamerican States Organization for Education and Culture assumed the responsibility of coordinatin the actions and follow a challenging educative programa called "Educative Goals 2021: the education that we want for the generations of the bicentenary". This article pretends to learn the full details of this program and analyze the progresses and achievements made by Paraguay, one of the countries that signed this project. Different national and international reports were analysed in order to know, in detail and in a reliable way, the results of the application and development of the eleven goals of the program regarding education in the Paraguayan context. Nevertheless, due to the extension of this article, the authors focused on three of the eleven goals and obtained very relevant results concerning the absences and achievements of the objectives of these goals. The data evidences considerable progress in the education policies since 2011 although education, selection and professional development of teachers is still lacking development." I would add that the author highlights the importance of an international and Iberoamerican citizenship. El sistema educativo paraguayo ante los desafíos sociales del siglo XXI: una evolución histórica hacia el programa metas educativas 2021 Año de publicación: 2018 Autor: Carlos Novella García Autor corporativo: Autonomous University of Madrid En el resumen el autor sostiene: "En el año 2011 la Organización de Estados Iberoamericanos para la Educación y la Cultura asumió la responsabilidad de coordinar las acciones y realizar el seguimiento de un programa educativo muy ambicioso llamado “Metas Educativas 2021: la educación que queremos para la generación de los bicentenarios”. Este artículo pretende conocer con más detalle los fines de este programa y analizar los avances y logros alcanzados por Paraguay uno de los países firmantes de este proyecto. Para dicho análisis nos servimos de informes nacionales e internacionales que nos permitieran conocer con detalle y fiabilidad los resultados de la aplicación y desarrollo de las once metas del programa en materia educativa en el contexto educativo paraguayo. No obstante, por extensión de este artículo nos centramos en tres de estas once metas consiguiendo resultados muy relevantes respecto a los logros y a las ausencias de los objetivos de las metas analizadas. Los datos reflejan un avance considerable de las políticas educativas desde el 2011 hasta la actualidad aunque siguen existiendo carencias notables en aspectos relacionados, principalmente, con la formación, la selección y el fortalecimiento de la profesión docente." Agregaría que el autor subraya la importancia de una ciudadanía internacional e Iberoamericana. 
Philosophy for Global Learning: Tried and Tested Stimuli Año de publicación: 2018 Autor corporativo: Cumbria Development Education Centre(CDEC) | European Union (EU) | Global Schools Program Philosophy for Global Learning has been created as a flexible and practical resource for teachers of all levels of experience. It is for those who want to teach global awareness to children through the structure of Philosophy for Children. Philosophy for Global Learning is aimed for use with children in Key Stage 2 but some parts can be used with younger children. 
Preparing teachers to educate for 21st century global citizenship:envisioning and enacting Año de publicación: 2014 Autor: Linyuan Guo Autor corporativo: Centennial College The changing educational landscape in the global context and the increasing interconnectedness and interdependence of the world have placed unprecedented demands on teacher education programs in preparing teachers to educate for 21st century global citizenship in K-12 schools. To chart the course of preparing global educators for an interconnected world, the Faculty of Education at the University of Prince Edward Island (UPEI) and UNICEF Canada have collaboratively developed an undergraduate course, entitled Educating for Global Citizenship. It focuses on preparing educators to teach for 21st century global citizenship and has been integrated into UPEI’s teacher preparation program as a compulsory course. This paper is based on a three-year study examining teacher candidates' experiences in learning to educate for global citizenship, the changes of their perceptions on global citizenship education, and the challenges and achievements they experienced in educational practices. Findings from this study indicate the unique opportunities and challenges teachers face in learning to educate for global citizenship and suggest the necessity of integrating global citizenship education in teacher education programs through a holistic approach. 
Mainstreaming Inclusive Education: Sharing Good Practices Año de publicación: 2019 Autor corporativo: Save the Children The primary aim of this documentation is to provide a deeper understanding of how projects have applied more inclusive concepts in not only changing the lives of children with disabilities, those living in poverty or children from ethnic minority populations, their families and communities, but in catalysing changes in policies and practices to the education system to benefit all learners.The stories follow a common structure describing the background of the project, a description of an approach that has worked especially well in the project, followed by stakeholder and partner engagement, participation of children, key milestones and significant challenges, scalability and sustainability, recommendations for replication and contact links for project tools and materials. A selection of practical tools and models have been attached as annexes. 
Planetary Citizenship Año de publicación: 2016 Autor: Edgar Montiel The blog contains and article where many worldiwide problems that humans are facing are described, and it states that it is necessary to modifiy the way in which we live by adopting a practical education that will enable sustainable life in the planet as it would consider environmental sustainability and peaceful international cooperation from diverse perspectives. Ciudadanía Planetaria Año de publicación: 2016 Autor: Edgar Montiel El blog contiene un artículo donde se describen los problemas actuales que enfrenta la humanidad a escala planetaria y se arguye que se precisas modificar la forma en que vivimos adoptando una educación práctica de vida sostenible que tenga en cuenta el medio ambiente y la cooperación internacional pacífica desde la diversidad. 
Against Violence, Popular Education and Global Citizenship Año de publicación: 2018 Autor: Erika del Carmen Romero Pérez | Jessica García Fernández The article is about a project that was carried out between 2014 and 2017 by two countries: Nicaragua and Spain, on behalf of the organizations "Fe y alegría Nicaragua" and "Entreculturas (Fe y Alegría España)". It was an educative project among both nations that had two main objectives: promoting both local and global citizenship, and to give answer to violent situations that adolescent students hae to face in secondary education contexts, with special attention to the violence among equals or bullying. Contra la violencia, educación popular y ciudadanía global Año de publicación: 2018 Autor: Erika del Carmen Romero Pérez | Jessica García Fernández El artículo habla sobre un proyecto que se llevó a cabo entre 2014 y 2017 por medio de dos países: Nicaragua y España, a través de las organizaciones "Fe y alegría Nicaragua" y "Entreculturas (Fe y Alegría España)". Fue un proyecto educativo conjunto entre los dos países, y tenía dos objetivos principales: el fomentar una ciudadanía tanto local como global, y el de dar respuesta a las situaciones de violencia que viven los adolescentes estudiantes de secundaria en sus entornos cercanos, con especial atención a la violencia entre iguales o bullying. Educación Multilingüe e Intercultural en América Latina: México, Guatemala, Colombia, Brazil, Ecuador, Perú, Bolivia y Paraguay y Noruega Año de publicación: 2011 Autor corporativo: Internacional de la Educación para Latinoamerica This document deals with Intercultural Bilingual Education (IBE), its current status and the concepts and processes driving it today – and in a certain way the conflicts encompassing it. It contains information on Mexico, Guatemala, Colombia, Brazil, Ecuador, Peru, Bolivia and Paraguay, and includes some data and comments on Norway. Certainly all Latin America is involved in the topic, one way or another, but for now this is the geographical scope of the paper. It seeks to give an overview of the whole and profile a few specific aspects by country.