El marco curricular de la Educación Secundaria Obligatoria: posibilidades para la formación de competencias en sostenibilidad

Abstract

The Sustainable Development Goals (SDG) require the training of sustainability skills. This work analyzes the coherence between the competencies required by the official curriculum of Biology and Geology in the first  year  of Secondary School and the key competencies for the achievement of the UN 2030 Agenda. A comparative analysis of the elements that make up both categories of competencies is carried out and their explicit presence in the curricular framework of the  subject is identified. The absence in the official agenda of the concepts of system, sustainability and sustainable development and a marked deficit of systemic competence that affects the acquisition of all the others is verified. The effect is a student trained to understand isolated concepts, facts and situations, although with insufficient knowledge of the interrelationships that occur in the eco-social reality, an essential issue for the achievement of the SDGs.