<?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>0104-4036</journal-id>
<journal-title><![CDATA[Ensaio: Avaliação e Políticas Públicas em Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ensaio: aval. pol. públ. educ.]]></abbrev-journal-title>
<issn>0104-4036</issn>
<publisher>
<publisher-name><![CDATA[Fundação CESGRANRIO]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40362023000400401</article-id>
<article-id pub-id-type="doi">10.1590/s0104-40362023003103900</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Explorando el currículo de la Enseñanza Secundaria Española en la perspectiva de la Ciudadanía Global y de la Educación para la Sostenibilidad]]></article-title>
<article-title xml:lang="pt"><![CDATA[Explorando o currículo do Ensino Secundário Espanhol da perspectiva da Cidadania Global e Educação para a Sustentabilidade]]></article-title>
<article-title xml:lang="en"><![CDATA[Exploring Spanish Secondary Education curriculum from the perspective of Global Citizenship Education and sustainability]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santamaría-Cárdaba]]></surname>
<given-names><![CDATA[Noelia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez-Scott]]></surname>
<given-names><![CDATA[Suyapa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Valladolid Facultad de Educación ]]></institution>
<addr-line><![CDATA[Segovia ]]></addr-line>
<country>España</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Valladolid Facultad de Educación ]]></institution>
<addr-line><![CDATA[Segovia ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2023</year>
</pub-date>
<volume>31</volume>
<numero>121</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362023000400401&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362023000400401&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362023000400401&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumo Los desafíos que las sociedades se enfrentan actualmente hacen que sea necesario que el ámbito educativo promueva la formación de ciudadanos globales capaces de actuar para el desarrollo sostenible y humano. Dada esta situación, este estudio tiene como objetivo evaluar si las regulaciones educativas que rigen la Educación Secundaria Obligatoria y la Bachillerato en España actualmente promueven la formación de ciudadanos globales que apoyan el cambio hacia una sociedad más sostenible e igualitaria. El enfoque metodológico utilizado fue cualitativo, ya que se realizó un análisis documental de los planes de estudio actuales de las dos etapas educativas. Los resultados apuntan a algunas lagunas en los currículos cuando se trata de promover la movilización de los estudiantes y de trabajar en cuestiones como la pobreza, las desigualdades entre países y el desarrollo sostenible. Los planes de estudios analizados deben solucionar los déficits identificados, ya que es necesario formar a ciudadanos críticos y dispuestos a transformar el mundo, haciéndolo más humano y sostenible.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Os desafios que as sociedades enfrentam actualmente tornam necessário que o âmbito educativo promova a formação de cidadãos globais capazes de agir em prol de um desenvolvimento sustentável e humano. Perante esta situação, este estudo tem como objectivo avaliar se os regulamentos educativos que regem o Ensino Secundário Obrigatório e o Bacharelato em Espanha promovem actualmente a formação de cidadãos globais que apoiem a mudança para uma sociedade mais sustentável e igualitária. A abordagem metodológica utilizada foi qualitativa, uma vez que se procedeu a uma análise documental dos currículos actuais das duas etapas educativas. Os resultados apontam para algumas lacunas nos currículos quando se trata de promover a mobilização dos estudantes e de trabalhar em questões como a pobreza, as desigualdades entre países e o desenvolvimento sustentável. Os currículos analisados devem colmatar os défices identificados, uma vez que é necessário formar cidadãos críticos e dispostos a transformar o mundo, tornando-o mais humano e sustentável.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The challenges facing societies today make it necessary for the educational sphere to promote the training of global citizens capable of acting in favour of sustainable and human development. In view of this situation, this study aims to assess whether the educational regulations governing Compulsory Secondary Education and the Baccalaureate in Spain currently promote the training of global citizens who support change towards a more sustainable and egalitarian society. The methodological approach used was qualitative, as a documentary analysis of the current curricula in the two educational stages was carried out. The results point to certain shortcomings in the curriculum when it comes to promoting student mobilisation and working on issues such as poverty, inequalities between countries and sustainable development. The curriculum analysed needs to address the deficits identified, as there is a need to educate critical citizens who are willing to transform the world and make it more humane and sustainable.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación para la Ciudadanía Global]]></kwd>
<kwd lng="es"><![CDATA[Sostenibilidad]]></kwd>
<kwd lng="es"><![CDATA[Educación Secundaria]]></kwd>
<kwd lng="es"><![CDATA[Currículo de Educación Española]]></kwd>
<kwd lng="pt"><![CDATA[Educação para a Cidadania Global]]></kwd>
<kwd lng="pt"><![CDATA[Sustentabilidade]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Secundário]]></kwd>
<kwd lng="pt"><![CDATA[Curriculum Educacional Espanhol]]></kwd>
<kwd lng="en"><![CDATA[Global Citizenship Education]]></kwd>
<kwd lng="en"><![CDATA[Sustainability]]></kwd>
<kwd lng="en"><![CDATA[Secondary Education]]></kwd>
<kwd lng="en"><![CDATA[Spanish Education Curriculum]]></kwd>
</kwd-group>
</article-meta>
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