Abstract

PEREZ-ORTEGA, Isabel. EDUCATION FOR SUSTAINABLE DEVELOPMENT BEYOND THE SCHOOL CURRICULUM. SOCIO-CULTURAL REFLECTIONS. Revista San Gregorio [online]. 2018, vol.1, n.24, pp.140-149. ISSN 2528-7907.

Using the theory of social representations, this text observes and interprets part of the primary school curriculum of the Autonomous Community of Cantabria (Spain), as an instrument that legitimizes and promotes particular knowledge and learning experiences about “Sustainable Development” in the regional schools. From there, it identifies two socio-cultural challenges that result from the inclusion of the concepts and ideas that integrate the notion of Education for Sustainable Development (ESD). The first: Despite the government’s interest in including this paradigm into the school, there is a marked lack of knowledge about its components and their meanings. Therefore, the creation of Sustainable Development knowledge will emerge in educational communities. because this the where the ESD concept should be positively understood and valued. And just before that, it could be linked to teaching-learning experiences and finally, changes in the school curriculum can be promoted. The second: Today, school curricula tend to reproduce transnational discourses that do not reflect local realities, so it is necessary to reconfigure the meanings of the concept ESD. Therefore, it is a requirement to carry out a collective debate in the educational communities that allows the creation of knowledge on sustainable development, which is the retraction of a process of analysis and interpretation of their own environmental, economic and socio-cultural environment.

Keywords : Análisis de la cultura; Cantabria; comunidades educativas; currículo escolar; Educación para el Desarrollo Sostenible.

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