Repensar la Educación para la Ciudadanía Global desde la ciudadanía de la infancia: propuesta de un marco interpretativo

Abstract

The promotion of Global Citizenship Education (GCE) has not always been accompanied by the necessary reflection on the concept of citizenship on which it is based. In contrast to adult-centred perspectives, this study explicitly aligns with approaches that conceive childhood as a subject of citizenship in the present, with agency and the capacity to influence the transformation of their own realities from a differentiated position. The aim of the study is to critically reinterpret the classical dimensions of Global Citizenship Education through the theoretical frameworks of childhood citizenship and participation, in order to construct an interpretative framework to guide educational practices. From a theoretical-analytical methodological approach, the study is based on the intentional identification of relevant sources on childhood citizenship, the extraction of their conceptual contributions and their articulation with the traditional dimensions of Global Citizenship Education (awareness-raising, education–research, advocacy and transformation). As a result, the article offers an interpretative framework that integrates the categories of Global Citizenship Education with contemporary approaches to childhood citizenship. These dimensions are not conceived as hierarchical categories, but as complementary forms of pedagogical action, identifying potentialities, risks and factors to be considered in order to foster committed action and the genuine protagonism of children. The article concludes by highlighting the need to promote participatory and transformative educational practices that are respectful of the differentiated citizenship of childhood, overcoming pseudo-protagonist views of children and advocating for a citizenship lived in everyday life, with a community-based and global perspective.