Global changemaker competence and center autonomy. A political challenge

Abstract

This paper presents the results of an investigation carried out to study the socio-pedagogical and political effects, possibilities, and limitations derived from the interaction between changemaker competence and center autonomy. We build on the analysis of the arguments that establish a relationship between: a) the competence change experienced in the educational field so that citizens are able to function satisfactorily and b) center autonomy as an organizational feature activator of its implementation. Assuming the theory of positive interaction, its practical effects are verified through a qualitative analysis of three Educational Projects of the Autonomous Community Center of Castilla y León. In these projects, innovations related to action and social change have been developed, implementing Service Learning and Democratic Learning and Community Learning methodologies. We identify as categories of analysis, innovation, skills, planning of actions, the person in charge, and evaluation. The results show how the center autonomy, although in a differential way, allows in practice to configure the learning processes and the acquisition of the global Changemaker competence.

Keywords

• competencia changemaker
• autonomía de centro
• proyecto educativo de centro
• sostenibilidad
• inclusión