Divergences on the achievement of the targets of Sustainable Development Goal 4 of the 2030 Agenda
DOI:
https://doi.org/10.1344/REYD2021.1EXT.37698Keywords:
Sustainable Development Education, Right to education, global citizenship education, the 2030 AgendaAbstract
The debate over the State appropriate role in education has been persisted in Spain. The understanding of the current meaning of "education", - seated seamlessly in the pedagogical field - does not have its corresponding reflection in the socio-political field. This paper analyses, on the one hand, the axiological contents of target 4.7 of the 2030 Agenda and its implementation in Spanish formal education; on the other, the latest controversies originating from their transmission values in the Spanish educational field: the so-called parental pin-, which consists of leaving parents the power to expressly authorize the participation of their children in any complementary activity with content of an ethical, social, civic, moral or sexual nature; and, the opposition against the new educational reform, Organic Law 3/2020, of December 29, which modifies Organic Law 2/2006, of May 3, on Education (hereinafter LOMLOE). This study proposes a more comprehensive interpretation to Article 27.2 CE to better advance the path towards education based on values according to the 2030 Agenda goals.
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