Education, inclusion and training for global citizenship: pedagogical rationale for a necessary relationship

Abstract

In recent years, the priority given to education and inclusion in national policies have already gained a space in pedagogical debates, however, it is still not possible to connect the significance they have in training for the exercise of world citizenship. Explaining these correspondences, providing arguments that support the need for an inclusive proposal, synonymy of inclusion, quality education and training for world citizenship are interwoven as objectives of this study. At the same time, the illustrated reflection by the authors, based on the theoretical analyzes carried out, reveal the pedagogical rationality of the training of schoolchildren for world citizenship and among its fundamental premises the need to bring together the influences that, from school, the family and the community are provided to children, adolescents and young people today and that contribute to a global vision of education based on plurality, difference and inclusion.