Capítulo | Education for Sustainable Development and Global Citizenship: A Portrait of Educational Practices (2010-2020)

Francisco Parrança da Silva (CIDTFF) & Bruna F. Batista (CIDTFF) | in Teaching and Learning Practices That Promote Sustainable Development and Active Citizenship, pp. 67-85

Abstract:

“The education of global citizens prepared to live with each other and one another in a fair, respectful and sustainable way has taken a high place at the heart of education systems, politics and practices in different parts of the world. This document presents a systematic review, carried through a survey of a cohort of articles that portray pedagogical practices of Education for Sustainable Development (ESD) and/or Global Citizenship of children (three-to-thirteen) in school context. For this systematic review three search phases/stages were performed/took place: a) definition of keywords, b) definition of exclusion and inclusion criteria, and c) construction of three tables that will serve the purpose of data collection for later analysis. A descriptive analysis will be carried out as a way of assessing which pillars of Sustainable Development (SD), sustainability themes, pedagogical strategies and key competences for SD are most representative in reported practices in early childhood education.”

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Referência:
da Silva, F. P., & Batista, B. F. (2021). Education for Sustainable Development and Global Citizenship: A Portrait of Educational Practices (2010-2020). In Saúde, S., Raposo, M. A., Pereira, N., & Rodrigues, A. I. (Ed.), Teaching and Learning Practices That Promote Sustainable Development and Active Citizenship (pp. 67-85). IGI Global. http://doi:10.4018/978-1-7998-4402-0.ch004