Weber Educational Research & Instructional Studies

February 2019, Vol. 12 (2), ISSN:2449-1608

© Author(s) 2019. This work is distributed under the Creative Commons Attribution 3.0 License.

Research Article

Formation of the Citizenship from My Teaching Practice, in a Planetary Context

Asunción Coutiño Clemente1 & Sergio Adrián Ramírez Torres2

1,2 Actualmente Docente De Inglés Y Asesora De Autoacceso De La Universidad Veracruzana En Coatzacoalcos, Ver. Mexico.



Accepted 11th February, 2019; Available Online 13th February, 2019.


The present essay proposes theoretical reflections to identify the elements that would be necessary at present for an authentic civic education. In the foreground, a definition of planetary citizenship is established in which the concepts of citizenship and democracy are analyzed, warning of the risk of assuming a priori the latter as an element to justify civic education in a broad sense; recovering some classic relations between ethics and politics, the need to analyze the adjectives that would qualify a citizenship in the context of the 21st century is justified. In a second moment, the tensions between tradition and modernity that surround the concept of democratic citizenship and debates about moral education are analyzed; from this perspective, after familiarizing ourselves with the concept of planetary citizenship, we suggest the need to reflect on our teaching work contributing to a planetary education. Finally, the characterization of a planetary citizenship is proposed to face the individual and social challenges that the environment imposes: an open citizenship that admits substantive axiological contents based on plurality and recognition of diversity from my teaching job as a teacher of English as a foreign language in Mexico.

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