Educación geográfica y formación en ciudadanía desde la perspectiva de los derechos humanos

Abstract

The 21st century challenges education in relation to the formation of citizens for life in full democracy. Living together in peace based on respect for human rights is a challenge that teaching faces in the current context. In the process of reflection of the recent past and the projection of construction of the future, geography professors have the responsibility to discuss the role of the profession, the epistemological foundations and the curricular decisions that support the formation of citizenship mainstreaming by the paradigm of the human rights. This article presents a theoretical reflection on the teaching of territorial problems based on national educational regulations, the proposals of international organizations such as the UN, UNESCO and the International Geographical Union, also link these postulates with the epistemological scope of education of social sciences and geography in particular. The purpose of this reflection is to contribute to the construction of democratic futures from geographical education.