Interpretations of Education for Global Citizenship in the Mexican Reform of the Upper Secondary Education
DOI:
https://doi.org/10.5944/reec.28.2016.17092Keywords:
Citizenship Education, Compulsory Education, Politics of Education, Educational Practices, Hidden Curriculum, School RoleAbstract
In the monographic approach, it takes as its starting point the intensification of globalizations and how it has changed the traditional models of education for citizenship. This paper, which results are part of the research project PAPIIT IA303217 of Universidad Nacional Autónoma de México, reviews the Mexican case from the comprehensive reform of upper secondary education (2009), in which a common curriculum framework is created. With this base, the categories of citizenship in education are identified, in the curriculum and the skills approach, through the analysis of the official pedagogical discourse, the curricular revision and the reflection on the own teaching practice. The discussion revolves around the gap between an official progressive pedagogical discourse and a conservative educational system to identify the consequences it has on the interpretation of education for global citizenship.
Downloads
Downloads
Published
How to Cite
Issue
Section
License
Acknowledgement – Non Commercial (by-nc): Generation of derivated Works is allowed as long as a commercial use is not developed. The original work cannot be used with commercial aims.
This journal does not apply any fee to the authors by the filing or processing of articles.