Abstract
This article presents the results from a study on the way of addressing, the education of active and global citizens. In this case, there has been an analysis of the different Spanish legal texts that put the early childhood and primary education curriculum into practice at the national level, with its particular implementation on Andalusia. From the results obtained we are able to conclude that there is a need for the integral reconstruction of the curriculum, structuring it on relevant socio-environmental problems.
Highlights
Despite the fact that the Council of Europe uses the expression “education for democratic citizenship”, whereas the European Union prefers to speak about “active citizenship”, we find that in the Eurydice study (European Commission/EACEA/Eurydice, 2005), the expression used is “responsible citizenship”.We understand that the notion of “responsible citizenship” connects with the problems of knowledge and awareness of rights and responsibilities, and with an idea of third and fourth generation citizenship (Bobbio, 1990), which involves the subjects of citizenship, environment, heritage, cosmopolitism, movement and quality of information
It is common to find studies focused on the analysis of educational legislation; we found studies referring to heritage and its teaching and learning, such as the cases of Cuenca (2004), Estepa (2009), and Reyes-Leoz & Méndez-Andrés (2016)
This work employs a curricular analysis from an integrated perspective on these three elements, which we consider go hand in hand, analysing their strengths and weaknesses. The aim of this investigation is to determine whether the Spanish curriculum in general, as well as its particular implementation in the autonomous region of Andalusia, addresses the teaching of citizenship education, sustainability education and heritage education and, if this is the case, to define to what extent and with which parameters
Summary
We understand that the notion of “responsible citizenship” connects with the problems of knowledge and awareness of rights and responsibilities, and with an idea of third and fourth generation citizenship (Bobbio, 1990), which involves the subjects of citizenship, environment, heritage, cosmopolitism, movement and quality of information. Education for responsible citizenship is closely linked to civic values such as democracy and human rights, equality, participation, collaboration, social cohesion, solidarity and social justice. Education for citizenship cannot be disregarded by a school that is an “environment of open and democratic learning” (Losito, 2009, 3). Conceiving the school in the territory permits us to understand the complexity of relationships between nature and human activity, including heritage resources, which must be preserved and transmitted, and the dynamics of production, consumption and solidarity
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