Interpretations of Education for Global Citizenship in the Mexican Reform of the Upper Secondary Education

Abstract

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.