相关资源
探索丰富的全球公民教育资源，深化理解，促进研究、倡导、教学与学习。
共找到875条结果
Ajá ¿y por qué no? Hombres comprometidos con la equidad de género 出版年份: 2024 作者: María Camila Barrera Gutiérrez | Nyria Ramírez Ortega 机构作者: Center for Research and Popular Education / Program for Peace (CINEP/PPP) Esta cartilla político-metodológica ha sido elaborada por la Coalición de Mujeres del Caribe por la Tierra y el Territorio en el marco de la campaña Stand For Her Land – S4HL Colombia. Este documento tiene por objetivo poner a disposición de organizaciones sociales, educadoras(es) populares, docentes, lideres, lideresas, defensoras(es) de derechos humanos y facilitadoras(es) de este proceso de formación que ha sido una iniciativa de comunicación y educación popular para promover diálogos comunitarios sobre masculinidades no violentas. La estrategia que aquí presentamos se compone de dos insumos: una serie sonora compuesta por cinco capítulos y una propuesta metodológica para abordarlos a través de ejercicios comunitarios de diálogo. 
中美融合教育实施情况比较研究 出版年份: 2022 作者: 熊樱 | 唐松林 本文对中美两国近年来融合教育的实施情况进行了比较研究,分别从融合教育机会、融合安置环境以及融合教育的支持保障体系三个方面进行了对比，发现我国特殊学生接受融合教育的机会相对于美国而言较低，我国特殊学生可供选择的融合安置环境十分有限，融合教育的支持保障体系也还很不完善，我国融合教育发展面临很大挑战，需要借鉴美国有益经验，科学界定我国融合教育服务对象和安置环境，进一步推进强化融合教育的支持保障体系。 
The Contribution of the New Mexican Culture to Education for World Citizenship(Sinéctica, Revista electrónica de educación; no. 60) 出版年份: 2023 作者: Gloria Esther Briceño Alcaraz 机构作者: Sinéctica, Revista Electrónica de Educación A couple of years ago, UNESCO suggested transforming educational models based on an in-tegral and humanist paradigm in order to train new generations with a social and civic di-mension, based on human rights. In this essay we propose to analyze the work of education as a preferential instrument not only to develop traditional school skills, but also as an ac-tion to form citizens with a sense of responsibility and social self-awareness that promote a culture of peace. The citizen-subject represents an identity or discursive construction that is forged in the social framework in which it is situated, always in tension between individual freedom, autonomy and collective normative frameworks (Cerda, 2004), hence the interest in approaching from a critical perspective of discourse analysis (Van Dijk, 2014) to the pro-posal of the new educational model of Mexico called the New Mexican School (2022) and open the discussion on this pedagogical model and the formative fields that affect education for global citizenship. El aporte de la nueva cultura mexicana a la educación para la ciudadanía mundial(Sinéctica, Revista electrónica de educación; núm. 60) 出版年份: 2023 作者: Gloria Esther Briceño Alcaraz 机构作者: Sinéctica, Revista Electrónica de Educación La UNESCO sugirió hace un par de años transformar los modelos educativos con base en un paradigma integral y humanista a fin de formar a las nuevas generaciones con dimensión social y ciudadana, cuya base fueran los derechos humanos. En este ensayo nos planteamos analizar el quehacer de la educación como instrumento preferente no solo para desarrollar las capacidades escolares tradicionales, sino como acción formadora de ciudadanos con sentido de responsabilidad y autoconciencia social que promuevan una cultura de paz. El sujeto-ciudadano representa una construcción identitaria o discursiva que se va forjando en el entramado social en el que este se sitúa, siempre en tensión entre la libertad individual, la autonomía y los marcos normativos colectivos (Cerda, 2004), de ahí el interés en aproximarnos desde una perspectiva crítica del análisis del discurso (Van Dijk, 2014) a la propuesta de la llamada nueva escuela mexicana (2022) y abrir la discusión sobre este modelo pedagógico y los campos formativos que inciden en la educación para la ciudadanía mundial. 
Global citizenship education: the school as a foundation for a fair world 出版年份: 2009 机构作者: Conectando Mundos Consortium (Cidac, inizjamed, Intermon Oxfam, Ucodep) This publication is based on an initiative about the development education, intercultural education, popular education, the education of values, human rights education, education for sustainability, education for peace, education for gender equality, etc. The pedagogical proposal of Global Citizenship Education aspires to integrate in a coherent and challenging vision all these themes, keeping them in a close relationship with one another and taking into consideration the (increasing) interdependence of human beings living in a planet whose sustainability is under threat. This book is the fruit of a process that was triggered off by the joint effort of four European development NGOs, namely Cidac, Inizjamed, Intermón Oxfam and Ucodep within the frame of a project co-financed by the European Commission. These organisations set for themselves the objective to promote the acknowledgment and the inclusion of the contents and the methodology of Global Citizenship Education in the formal educational contexts in their respective countries, in order to kick-start a process of change in attitudes, values, and the beliefs of the pupils. Thanks to the initiative and efforts of the above-mentioned four organisations, and through various meetings and seminars carried out over the last three years in Spain, Italy, Portugal and Malta, groups of educators have been able to come face-to-face with each other, exchange experiences and reflect on the role of formal education with respect to the challenges of our times. Among the other experiences, the publication contains that of a key moment in the process. This took place in July 2008 in Cortona, a small and beautiful Tuscan city close to the border with Umbria, and in which many educators shared the benefit of what was the first international encounter of educators for global citizenship. The Cortona experience, in which around ninety teachers coming from Spain, Portugal, Malta, Italy, the Dominican Republic and Costa Rica have participated, was one of the stages – the starting point, in fact – of a process and a relationship that it is our aim to develop at the regional, national and international levels. In this publication, therefore, one can find theoretical cues put forward at Cortona that encourage educators to share their experiences and to compare the work done by different groups.This publication has two parts. The first part contains contributions of a theoretical type, whereas the second part concentrates on the educational experiences of the participants in the Cortona meeting. Global citizenship education: the school as a foundation for a fair world 出版年份: 2009 机构作者: Conectando Mundos Consortium (Cidac, inizjamed, Intermon Oxfam, Ucodep) Cette publication est basée sur une initiative sur l'éducation au développement, l'éducation interculturelle, l'éducation populaire, l'éducation des valeurs, l'éducation des droits de l'homme, l'éducation pour le développement durable, l'éducation pour la paix, l'éducation pour l'égalité des sexes, etc. La proposition pédagogique de l’éducation à la citoyenneté mondiale aspire d'intégrer dans une vision cohérente et stimulante, tous ces thèmes, les maintenir dans une relation étroite avec l'autre et en tenant compte de la (augmentation) interdépendance des êtres humains vivant dans une planète dont la pérennité est menacée. Ce livre est le fruit d'un processus qui a été déclenché par l'effort conjoint de quatre ONG européennes de développement, à savoir Cidac, Inizjamed, Intermon Oxfam et Ucodep dans le cadre d'un projet cofinancé par la Commission européenne. Ces organisations se sont données pour objectif de promouvoir la reconnaissance et la prise en compte du contenu et de la méthodologie de l’Éducation à la Citoyenneté Mondiale dans les contextes éducatifs formels dans leurs pays respectifs, afin de démarrer un processus de changement dans les attitudes, les valeurs et les croyances des élèves. Merci à l'initiative et les efforts des quatre organisations mentionnées ci-dessus, et par le biais de diverses réunions et séminaires réalisés au cours des trois dernières années en Espagne, Italie, Portugal et Malte, des groupes d'éducateurs ont été en mesure de venir en face-à-face avec les uns des autres, d'échanger des expériences et réfléchir sur le rôle de l'éducation formelle par rapport aux défis de notre temps. Parmi les autres expériences, la publication contient celle d'un moment clé dans le processus. Cela a eu lieu en Juillet 2008 à Cortona, une petite et belle ville Toscane près de la frontière avec l'Ombrie, et dans lequel de nombreux éducateurs partagent le bénéfice de ce qui était la première rencontre internationale des éducateurs pour la citoyenneté mondiale. L'expérience Cortona, dans lequel près de quatre-vingt dix enseignants venant d'Espagne, le Portugal, Malte, l'Italie, la République dominicaine et le Costa Rica ont participé, a été l'une des étapes - le point de départ, en fait - d'un processus et d'une relation avec pour objectif de développer aux niveaux régional, national et international. Dans cette publication, par conséquent, on peut trouver des indices théoriques mis en avant à Cortona qui encouragent les éducateurs à partager leurs expériences et de comparer le travail accompli par les différents groupes. Cette publication comporte deux parties. La première partie contient des contributions d'un type théorique, alors que la deuxième partie se concentre sur les expériences éducatives des participants à la réunion Cortona. Becoming Citizens in a Changing World: IEA International Civic and Citizenship Education Study 2016 International Report 出版年份: 2017 作者: Wolfram Schulz, John Ainley, Julian Fraillon, Bruno Losito, Gabriella Agrusti, Tim Friedman 机构作者: International Association for the Evaluation of Educational Achievement (IEA) The International Civic and Citizenship Education Study 2016 (ICCS 2016) investigated the ways in which young people are prepared to undertake their roles as citizens in a range of countries in the second decade of the 21st century. It studied students’ knowledge and understanding of civics and citizenship as well as students’ attitudes, perceptions, and activities related to civics and citizenship. Based on nationally representative samples of students, the study also examined differences among countries in relation to these outcomes of civic and citizenship education, and explored how cross-national differences relate to student characteristics, school and community contexts, and national characteristics. As the second cycle of this study, ICCS 2016 is a continuation and an extension of ICCS 2009. Educar para una ciudadanía global: construir un mundo justo desde la escuela 出版年份: 2009 作者: Colette Grech | Roderick Mallia | William Grech 机构作者: Conectando Mundos Consortium (Cidac, inizjamed, Intermon Oxfam, Ucodep) This publication is based on an initiative about the development education, intercultural education, popular education, the education of values, human rights education, education for sustainability, education for peace, education for gender equality, etc. The pedagogical proposal of Global Citizenship Education aspires to integrate in a coherent and challenging vision all these themes, keeping them in a close relationship with one another and taking into consideration the (increasing) interdependence of human beings living in a planet whose sustainability is under threat. This book is the fruit of a process that was triggered off by the joint effort of four European development NGOs, namely Cidac, Inizjamed, Intermón Oxfam and Ucodep within the frame of a project co-financed by the European Commission. These organisations set for themselves the objective to promote the acknowledgment and the inclusion of the contents and the methodology of Global Citizenship Education in the formal educational contexts in their respective countries, in order to kick-start a process of change in attitudes, values, and the beliefs of the pupils. Thanks to the initiative and efforts of the above-mentioned four organisations, and through various meetings and seminars carried out over the last three years in Spain, Italy, Portugal and Malta, groups of educators have been able to come face-to-face with each other, exchange experiences and reflect on the role of formal education with respect to the challenges of our times. Among the other experiences, the publication contains that of a key moment in the process. This took place in July 2008 in Cortona, a small and beautiful Tuscan city close to the border with Umbria, and in which many educators shared the benefit of what was the first international encounter of educators for global citizenship. The Cortona experience, in which around ninety teachers coming from Spain, Portugal, Malta, Italy, the Dominican Republic and Costa Rica have participated, was one of the stages – the starting point, in fact – of a process and a relationship that it is our aim to develop at the regional, national and international levels. In this publication, therefore, one can find theoretical cues put forward at Cortona that encourage educators to share their experiences and to compare the work done by different groups.This publication has two parts. The first part contains contributions of a theoretical type, whereas the second part concentrates on the educational experiences of the participants in the Cortona meeting. In a good manner it is possible to take the untamed from the mountain III 出版年份: 2014 作者: María del Carmen Ararat Córdoba | Alexandra Riveros Rueda | Andrés Eduardo González | Arturo Grueso Bonilla | Ángela Patricia Valencia Salas 机构作者: Bogotá. Secretaría de Educación del Distrito (SED) These materials contribute with a variety of content and select activities to approach teachers to the study of the Afro-Colombian culture, helping to include this knowledge into their curricular plans. The first material is a book written by the teacher Maria del Carmen Ararat Córdoba, which studies Afro-Colombian identities in Colombia. The second one is called ethno science, a pedagogical perspective of the Afro-Colombian studies for the teaching process of natural sciences, which talks about a science that recognizes that each group of people that has inhabited our world has made a meaningful explanation to what is going on in their surroundings. The third one is called African Ethno mathematics, which seeks to recover the relation between mathematical knowledge and reality, making visible the human groups that made it possible and finding new pedagogical perspectives to make the experience of teaching mathematics as inclusive, intercultural and participative process. Bighorn mont III est retiré Avec une bonne façon 出版年份: 2014 作者: María del Carmen Ararat Córdoba | Alexandra Riveros Rueda | Andrés Eduardo González | Arturo Grueso Bonilla | Ángela Patricia Valencia Salas 机构作者: Bogotá. Secretaría de Educación del Distrito (SED) Ces matériaux contribuent avec le contenu et choisir des activités pour approcher les enseignants à l'étude de la culture afro-colombienne, en aidant à inclure ces connaissances dans leurs plans curriculaires. Le premier matériau est un livre écrit par le professeur Maria del Carmen Ararat Córdoba, qui étudie les identités afro-colombiennes en Colombie. La seconde est appelée la science ethno, une perspective pédagogique des études afro-colombiennes pour le processus d'enseignement des sciences naturelles, en ce qui soulève une science qui reconnaît que chaque groupe de personnes qui a habité notre monde a fait une explication significative de leur environnement . Le troisième est appelé mathématiques africaine Ethno, qui cherche à récupérer la relation entre la connaissance mathématique et la réalité, ce qui rend visible les groupes humains qui ont permis et de trouver de nouvelles perspectives pédagogiques pour faire l'expérience de l'enseignement des mathématiques comme processus inclusif, interculturel et participative.