THE IMPORTANCE OF EDUCATION FOR DEVELOPMENT
Development education constitutes the counterpoint and complement to the planning and execution of land cooperation projects. The pedagogical dimension of it is within its own statement that tells us about educating to achieve something called development. It presupposes a volitional, structured act, based on knowledge construction techniques and training methods that will transform people into promoters of social change towards development.
However, the next point tells us about the education for development conceived as a strategic dimension of cooperation, defined as an educational process (formal, non -formal and informal) constant, aimed at promoting global citizenship, through knowledge, attitudes and attitudes and values capable of generating a culture of solidarity committed in the fight against poverty and exclusion, as well as with the promotion of human and sustainable development.
According to the definition in the Education Dictionary for the Development of Gema Celorio and Alicia López Munain (Coords) Development Education (ED), it refers to “an educational process aimed to generate critical awareness of world reality and to facilitate Tools for participation and social transformation into keys to justice and solidarity. Development education aims to build a critical global citizenship, politically active and socially committed to fair and equitable human development for all communities on the planet ”
Currently, it is common to associate the idea of social development to that society that enjoys various goods and services, which is democratic and participatory, equal and equitable. A society in which its inhabitants have equal opportunities and where there is some homogeneity in their living conditions. From this, it is understood that inequalities are generated as a result of individual differences in capacities and merits. However, development has not always been understood that way, and it is still conceiving in very different ways; that is, there is no univocal definition in this regard. A very different look at the previous focus on the behavior of indicators that reflect the economic growth of a country, such as, for example, the gross domestic product per inhabitant per inhabitant.
As part of social projects, development education exerts a fundamental role, being a promoter of identity, cooperation, reciprocity, among others. In accordance with the provisions of Pío García, community projects are constituted as a “plan that gives the community identity and renews it incessantly. This project includes the set of complaints, aspirations and initiatives inspired by the experience lived, the current practices and the internal and external challenges, which thanks to its due deliberation, make up the evaluation and programmatic plans-with their respective rules of application-, to through which the community strengthens as a sphere of autonomous reciprocity. Only for this forges its destiny and establishes its own history.".
Therefore, community projects create spaces of citizen convergence and where it allows socializing in the most latent needs and also giving proposals for their solution. “It is a ductile and critical space for the subjectivities that carry the deficiencies and the great responsibility of receiving, understanding and responding to the demands of the other, as a requirement of foundation and support of good life."
In sum of the above, “to educate for the common good we have to consider the design of a cooperative learning process through the proper management and management of our personal and social emotions and skills to get to internalize the values of the economy of the common good."
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