Geographic education in terms of the Sustainable Development Goals (SDG)

Abstract

This article presents an interpretive analysis of the Geography curriculum of La Pampa province. For this, an investigation is carried out in the jurisdictional curricular materials, with the purpose of observing the contributions that the designs make to the teaching and learning of the Sustainable Development Goals (SDG). The 2030 Agenda and the SDGs proposed by the United Nations (UN) in 2015, pose a challenge to governments, companies, civil society, individual and collective social actors to work to meet the proposed goals. Education is not exempt from these challenges and, in turn, Geography, through the problematization of various themes, highlights the interest that lies in addressing the SDGs in secondary education classrooms and in the university in their interrelation with complex realities at different scales of analysis. In this sense, as professors who produce teaching materials and researchers of our own practices, from mediating with the curriculum, we must interpret them in that sense incorporating new views and transversal perspectives. Therefore, a content renewal will imply making didactic decisions for its genuine treatment in education committed to the formation of citizens.