<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582019000200286</article-id>
<article-id pub-id-type="doi">10.15359/ree.23-2.15</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Una propuesta didáctica para introducir la educación para la ciudadanía global en la enseñanza universitaria]]></article-title>
<article-title xml:lang="en"><![CDATA[A didactic proposal to introduce education for global citizenship in higher education]]></article-title>
<article-title xml:lang="pt"><![CDATA[A proposta didatico para introduzir a educação para a cidadania global no ensino superior]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez-Lirola]]></surname>
<given-names><![CDATA[María]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Alicante  ]]></institution>
<addr-line><![CDATA[Alicante ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2019</year>
</pub-date>
<volume>23</volume>
<numero>2</numero>
<fpage>286</fpage>
<lpage>305</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582019000200286&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582019000200286&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582019000200286&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Una de las misiones de la Universidad del siglo XXI es formar profesionales que sepan dar respuestas a las demandas sociales. En este sentido, la educación para la ciudadanía global contribuye a producir transformaciones sociales, a la vez que potencia el aprendizaje integral del estudiantado al establecer relaciones entre lo que se enseña en las aulas y la realidad social. En este artículo se presentan una serie de actividades de temática social enmarcadas en el aprendizaje cooperativo en una asignatura de lengua inglesa. Se describirán dichas actividades, las principales competencias sociales que con ellas adquiere el estudiantadoentre las que destacan la comunicación, la cooperación y la empatía. La propuesta didáctica que se presenta pretende que el estudiantado no adquiera solo conocimientos, sino que también adquiera competencias de modo que su formación sea integral. La metodología ha seguido un modelo cualitativo-descriptivo. Además, se preparó una encuesta con el fin de conocer la opinión del estudiantado sobre algunos aspectos del proceso de enseñanza-aprendizaje y saber si hay contribución en la formación de la ciudadanía global. Dicha encuesta se diseñó teniendo en cuenta las notas que la profesora había tomado en clase, al observar si el alumnado relacionaba las actividades sociales propuestas con la adquisición de competencias sociales. Los datos se recopilaron al final del cuatrimestre de manera anónima y se analizaron manualmente. Los resultados muestran que la mayoría del alumnado considera que se ha formado en ciudadanía global al tomar conciencia de realidades sociales distintas de la propia y empatizar con situaciones injustas. Este estudio revela que basar la asignatura en contenidos sociales no solo contribuye a la adquisición de competencias sino también a aumentar la formación social y global del alumnado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract One of the missions of the XXI century university is to train professionals to know how to respond to social demands. In this sense, education for global citizenship contributes to social transformations while enhancing the integral learning of students by establishing relationships between what is taught in classrooms and social reality. This article presents a series of social thematic activities framed in cooperative learning in an English language subject. These activities will be described, as well as the main social skills that students acquire with them, such as communication, cooperation, and empathy. The didactic proposal presented is intended for the students not only to acquire content, but also to acquire competences so that their formation is integral. The methodology used has followed a qualitative-descriptive model. Moreover, a survey was prepared in order to know students&#8217; opinion on some aspects of the teaching-learning process, and to find out if there was any contribution to the formation of global citizenship. This survey was designed taking into account the notes that the teacher had taken in class by observing if the students carried out a relationship between the proposed social activities and the acquisition of social competencies. The data were collected at the end of the semester anonymously, and analysed in a manual manner. The results show that the majority of the students believe that they have grown as global citizens by being aware of social realities distinct from their own, and empathize with unfair situations. This study reveals that basing the subject on social content not only contributes to the acquisition of competencies but also to increase students&#8217; social and global education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Uma das missões da Universidade do século XXI é formar profissionais que sabem como responder às demandas sociais. Neste sentido, a educação para a cidadania global ajuda a produzir a mudança social, reforçando simultaneamente o estudante geral aprender a estabelecer relações entre o que é ensinado nas salas de aula ea realidade social. Este artigo apresenta uma série de atividades sobre questões sociais enquadradas em uma metodologia cooperativa em um assunto do idioma Inglês são apresentados. essas atividades, as principais habilidades sociais que os estudantes adquiri-los entre os quais a comunicação, cooperação e empatia vai ser descrito. A proposta didática apresentada pretende-se que os alunos adquiram não apenas conhecimento mas também adquirir habilidades de modo que sua formação é completa. A metodologia utilizada seguiu um modelo qualitativo-descritivo. Além disso, uma pesquisa para saber a opinião dos estudantes sobre a metodologia utilizada foi preparada e saber se há alguma contribuição para a formação da cidadania global. Esta pesquisa foi concebida tendo em conta as notas que o professor tinha tomado em sala de aula, observando se os alunos realizaram uma relação entre as atividades sociais propostas e a aquisição de competências sociais. Os dados foram coletados no final do semestre anonimamente e analisados de forma manual. Os resultados mostram que a maioria dos alunos acredita que se formou como cidadania global por estar consciente das realidades sociais distintas das suas próprias e simpatizar com situações injustas. Este estudo revela que basear o sujeito em conteúdo social não só contribui para a aquisição de competências, mas também para aumentar a educação social e global dos alunos.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación para la ciudadanía global]]></kwd>
<kwd lng="es"><![CDATA[competencias sociales]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje cooperativo]]></kwd>
<kwd lng="es"><![CDATA[proceso de enseñanza-aprendizaje]]></kwd>
<kwd lng="en"><![CDATA[Education for global citizenship]]></kwd>
<kwd lng="en"><![CDATA[social competences]]></kwd>
<kwd lng="en"><![CDATA[cooperative learning]]></kwd>
<kwd lng="en"><![CDATA[teaching-learning process]]></kwd>
<kwd lng="pt"><![CDATA[Educação para a cidadania global (ECG)]]></kwd>
<kwd lng="pt"><![CDATA[habilidades sociais]]></kwd>
<kwd lng="pt"><![CDATA[a aprendizagem cooperativa]]></kwd>
<kwd lng="pt"><![CDATA[o processo de ensino-aprendizagem]]></kwd>
</kwd-group>
</article-meta>
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