Fourteenth International Conference on Interdisciplinary Social Sciences

Abstract

In Spain, as in other parts of the world, the theoretical debate on the model of Education for Sustainable Development (ESD) includes the institutionalization through the school curriculum. The need to introduce an ESD model in the school curriculum is unquestionable. The author, guided by the methodology of deep hermeneutics analyzes and interprets two documents which are part of the Cantabrian school curriculum for basic education in order to identify the explicit manifestations of definitions or strategies to promote the ESD model. The ambiguous presence of ESD paradigm in this documents is explained by three aspects: a) It is made up of numerous and complex axioms that are difficult to interpret for politicians; b) It is based on global ideas, neither contemplates nor reflects upon local socio-cultural features of the schools in which they intend to be implemented; c) School activities based on ESD paradigm will result from a process of both redefining and adapting to global ideas towards local situations that happen in school.