University, School, and Context
DOI:
https://doi.org/10.61447/20241201/editKeywords:
School, context, TerritoryAbstract
This editorial analyzes the evolution of the relationship between the university, the school, and the urban context from the last decades of the 20th century to the early 21st century. Building upon UNESCO’s report “Learning to Be: The World of Education Today and Tomorrow” (1971), led by Edgar Faure, it reexamines the problem of education in the contemporary world, responding to cultural movements such as May 1968, where the educational system and the employment opportunities offered by capitalist society were questioned.
The importance of the “Educational City” and the role of science and technology in future education are highlighted, emphasizing the need to democratize the city to include marginalized sectors such as children, women, the elderly, and people with disabilities. Authors like Francesco Tonucci, with works like “The City of Children”, advocate for reclaiming the city for childhood, promoting more democratic and inclusive spaces.
The “Charter of Educating Cities” (1990) reinforces this approach, proposing that the city assume an integral educative function. Jaume Trilla Bernet suggests studying the city as context, medium, and educational content, promoting collective actions to integrate all inhabitants into educational processes.
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References
Carta de las Ciudades Educadoras, Primer Congreso Internacional de Ciudades Educadoras, Barcelona.
Carli, Sandra (2020) Las fronteras de las universidades públicas ante la pandemia. Buenos Aires-Conicet-Digital
Faure, Edgar (1973). Aprender a ser. La educación del futuro, Alianza, UNESCO, Madrid
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Mockus, Antanas; Hernández, Carlos Augusto; Granés, José; Charum, Jorge y Castro, María Clemencia. (1995). Las fronteras de la escuela. Bogotá: Magisterio. Colección Mesa Redonda
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Trilla Bernet, Jaume (1993). Otras educaciones, Anthropos, Universidad Pedagógica Nacional de México, México.
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Copyright (c) 2024 Absalón Jiménez Becerra (Autor/a)
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