Social education, human rights and sustainability in community development

• Main Author: José Antonio CARIDE GÓMEZ
• Format: Article
• Language: English
• Published: Ediciones Universidad de Salamanca 2017-06-01
• Series: Teoría de la Educación: Revista Interuniversitaria
• Subjects: educación social; comunidad; derechos humanos; sostenibilidad; desarrollo comunitario; educación ambiental
• Online Access: https://revistas.usal.es/index.php/1130-3743/article/view/16706

<p>The article places its contributions in a reflection of a pedagogical and social nature about the links that are established between social education, human rights and sustainability in community development. In this regard, in a historical and prospective key, it places emphasis on the need to promote educational actions that, being consistent with the principles of equity and justice, make it possible to build a more democratic, inclusive and cohesive local-global society.</p><p>A future expectation that must be confined to educational theories and practices where local communities assume the role they play in their own development processes, with an alternative vision to the ways of educating people and themselves on a daily basis, respectful of human and ecological rights. A line of action that coincides with the commitments made at the Global Action Programme on Education for Sustainable Development, adopted by <span>UNESCO</span>, and Resolution A/70/1 adopted by the General Assembly in 2015, <em>Transform</em> <em>our</em> <em>world</em>: <em>the</em> <em>2030</em> <em>Agenda</em> <em>for</em> <em>Sustainable</em> <em>Development</em>, guaranteeing lifelong learning for all.</p><p>In this objective beats a decisive, although not explicit, of a pedagogical-social vocation: to train citizens that, individually and collectively being aware of their role in socio-environmental changes, assume the responsibilities inherent to the values that sustain life in all its diversity. Social education and community development that, by projecting initiatives in different times and social spaces, allows formative opportunities to be expanded beyond the school system and its curricular practices. The <em>Environmental</em> <em>Education</em> and the <em>Local</em> <em>Agenda</em> <em>21</em> continue being two references main for the reflection-action educational and community.</p>