Throughout history, education has been a tool through which concepts and ideologies were created or transmitted, and sociocultural paradigms of the time were consolidated. At present, it is necessary that through education, skills and dialogues that are already part of society and are not always learned in schools are analysed, implemented and promoted.
In this sense and on the occasion of the International Education Daydate that promotes the Unescoit is necessary to raise awareness about the initiatives for the development of a sustainable world, the eradication of poverty and the recognition of education as a fundamental factor for that to happen; thanks to the promotion of an educational transformation agenda linked to the challenge of guaranteeing an inclusive, equitable and quality education, with goals oriented towards the year 2030. This year, the motto is Invest in people, prioritize education.
Creating an education that allows expanding personal, territorial, social and cultural borders to transform the world in which we live, implies Conceive learning as a collective and permanent attituderelated to discovery, self-knowledge and doing with others.
The dialogue between families, schools and students is necessary to learn new dimensions that “hack” the most traditional educational practices such as: new ways of learning, tending to a curious attitude of interest in lifelong learning and also, include technology not as a mere tool, but as a language and a dimension of connection with learning and others. In this dialogue and construction, the voices and thoughts of different social actors, specialists, organizations and companies that are often outside the institutions and can add value are essential. expertise and prospects for education.
In this context, other novel educational practices may consist of base the educational fact from the emotional perspective as the axis between those who make up a learning community, both in the ways of linking and solving conflicts; as well as a dimension of self-knowledge and collaborative work tool taking into account the environment. In other words, work for your own comprehensive well-being and balance with the environment.
On the other hand, defining the centrality of students, as actors of their learning, capable of understanding and reflecting on their processes, expectations, indicators of their evaluation development and always having the possibility of understanding and reflecting on the relevance of what they learn, is a new dimension of learning. In short, the why, the relevance to your life or the application in real contexts.
In this way, I understand education as a motor of social transformation, as the most powerful tool that a person and a society have to constitute a global citizenship from early childhood and not think that one is a citizen when “we leave school”. Citizenship is built at home and at school to provide us with capacities and social and academic skills through various experiences, which are the test scenario that allows us to later travel different paths in chosen or not chosen contexts. Today the school must provide experiences and tools to be able to explore chosen or uncertain spaces.
The foregoing is related to the concept of KNOWMMADSknowledge nomads who can overcome, update, validate or relearn throughout their lives.
Another reality that is a fact of life is that the traditional school did not conceive space for diversity. From this perspective, knowing and accepting that not all of us learn, think, feel or believe in the same way makes it necessary for crisis-learning processes to take into account the need to coexist, make compatible or understand this diversity as a reality and not as a problem. A society and therefore an educational system that does not tend to homogenize, but from the heterogeneity it requires, generates common horizons.
Within the framework of what was stated by the Unescoin relation to the eradication of poverty, it is important to mention that, in addition to the ways of learning and the opportunities that education offers, it is necessary to highlight the enormous possibility and condition that it offers as a springboard to get out of poverty for people already the nations. It is the social and cultural amalgam that contains the differences, but closing cracks and drawing bridges of complementarity. Also, it is the main social driver to create knowledge, professional and personal skills and respond to the current and future needs of the world of work; At the same time, it allows intertwining competencies and requirements from different fields.
In countries like the Argentina and with the complementary data, we cannot ignore that while the State ensures access to basic needs and compensates for the consequences of poverty, a Nation project based on medium and long-term educational policies for students, teachers, families and professionals from different areas, is the the only way out of poverty and the transformation and self-management of people, and therefore of the country.
Darío Álvarez Klar, educator specializing in innovation management, Founder of the Itinere Educational Network, made up of 8 schools, and Executive President of the HUB Education & Innovation Civil Association
* United Nations Educational, Scientific and Cultural Organization. UNESCO is a specialized agency of the United Nations with the objective of contributing to peace and security in the world through education, science, culture and communications..
