In a global context that presents us with constant challenges and uncertainties, it is necessary to reflect on the educational processes that are taught in our societies. Real situations such as the pandemic that we still face do not lead us to think and recognize the need for a common, supportive and empathic perspective as humanity.
In this sense, in Bogotá-Colombia, an investigation was developed that addresses Global Citizenship Education (GCED) and complex thinking as a proposal to strengthen teacher training. The methodology used was quantitative with a descriptive scope level, recognizing the epistemological elements of UNESCO's GCED and engaging in a hermeneutical analysis of Morin's complex thought. The instrument for data collection was a Likert-type survey. The research theoretically reflects on the importance of the training of teachers as mobilizers of global citizenship education in the classrooms with the following three areas of work: human rights education, education for peace, and education for sustainable development.
As a result of the research, it was evidenced that the teachers show a willingness to work on these issues with the students. On the question of education for human rights, the participating educators recognized the centrality of their teaching role in the educating of citizens on the duties and rights in the communities, reflecting on the current implementation of curricula that introduces and allows students to experience and participate democracy in diverse contexts.
In the context of Education for Peace, it can be concluded that teachers recognize the need to work on this issue with their students and the educational community. The recognition of the role of dialogue and non-violent communication for conflict resolution, including education for peace through listening skills and non-judgmental environment towards contributing to the post-conflict stage in Colombia, to promote a transformation of a culture of war for a culture of peace was evident. Furthermore, Mouly and Giménez (2017) affirm that peace is not only the end of armed confrontations, it is a process of transformation of social structures and cultural patterns that promote violence. In addition, it is agreed that it is necessary to promote the role of women in all areas of society, demanding greater participation and justice to build a society with gender equality. Similarly, Alcañiz (2007) points out that in order to achieve peace, non-violence must be invited in all areas of society from everyday situations, proposing a vision of life and human relations with a view to common work, essential in Colombian society.
Likewise, in the results on education for sustainable development, it is identified that teachers agree to promote reflection processes in students based on the recognition of people as part of planet earth, promoting ethical changes in their behavior. Similarly, it is stated that the commitment of governments and public and private institutions to sustainability in all contexts is necessary, taking into account the knowledge and needs of the communities to promote conservation. Moreover, it is recognized that the media must contribute to the dissemination of elements that contribute to sustainable education and culture. It is up to the audiences to exert social pressure on the media and its contents, taking into account the influence of this information on people. Finally, the teachers agree to include education for sustainable development in a transversal way in the different areas to sensitize students to their actions.
In this same logic, the perspective of complex thinking in research recognizes education as a process of awareness and reflection that fosters transformation. Teachers agree to promote, in this context, the recognition of people as part of a planetary civilization, where they teach the human condition. This requires an evaluation of the dehumanizing processes evident in the training that is imparted, allowing reflections on the human being who is educated in society. April (2015) argues that education has been limited to making a social reproduction of the destruction and financial power that has hijacked democracy, it is necessary to propose an education that looks the other way, strengthening citizenship education from the conception of a democratic society that recognizes people as subjects of duties and rights immersed in a local and global community, in which relationships and interactions are generated that shape their knowledge and thoughts.
From the indicators presented, it can be concluded that the teacher community recognizes the importance of its role in the building capacity of its students, to promote participation and empowerment mechanisms, relying on national and global guidelines on education for global citizenship and contributing to rebuild and transform the social fabric.