Education for Global Citizenship and Sustainable Development: Between Structural Challenges and Transformative Paths
DOI:
https://doi.org/10.48017/dj.v11i2.4014Abstract
A intensificação das crises socioambientais e o aprofundamento das desigualdades em escala global reposicionaram a educação no centro dos debates sobre desenvolvimento. Nesse contexto, a chamada Educação para a Cidadania Global (CEG), promovida por organizações multilaterais como a UNESCO, surge como uma estratégia normativa orientada para a capacidade de compreender e agir diante de desafios transnacionais. Esse movimento, no entanto, não está isento de tensões. A literatura aponta para disputas conceituais e políticas em torno da própria noção de cidadania global e seu papel na promoção do desenvolvimento sustentável, variando desde abordagens mais instrumentais — focadas em adaptar indivíduos a uma economia globalizada — até perspectivas críticas que enfatizam justiça social, relações de poder e transformação estrutural. Nesse sentido, a educação é concebida simultaneamente como um meio de reproduzir certas racionalidades dominantes e como um espaço potencial para contestação e construção de alternativas, especialmente quando articulada com contextos territoriais e práticas pedagógicas emancipadoras. Evidências científicas indicam que a educação desempenha um papel central na promoção de comportamentos sustentáveis e no fortalecimento da participação social em questões ambientais e sociais. Nesse sentido, a educação constitui um dos principais vetores para alcançar os Objetivos de Desenvolvimento Sustentável (ODS), contribuindo para o desenvolvimento de valores éticos e engajamento cívico. Vinculada à Agenda 2030 e especialmente dentro do escopo do ODS 4 (educação de qualidade) e do ODS 13 (ação climática), essa abordagem propõe o desenvolvimento de competências cognitivas, socioemocionais e éticas voltadas para a cooperação global, sustentabilidade e promoção dos direitos humanos (UNESCO, 2015).
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