When Postmodernity is another meta-story, in which citizenship education shall we train teachers?

Abstract

This article is a theoretical reflection on education for citizenship and its role in the education of Social Sciences teachers. Starting from the proposals of Professor Ernesto Gómez, we ask ourselves the situation that Postmodernity is going through as a possible "meta-story" and its repercussions in global citizenship education. The purpose of the text is for the educational community, especially Social Sciences teachers, to think critically about the influence of the postmodern context on the appearance of post-concepts such as postfeminism, post-male chauvism, post-truth, post-fascism... which, in some cases, are pointed out of identity of the new generations of teachers and teachers in training who are part of our classrooms. Two fundamental sections are established that delve into the passage of a citizenship education from the light of Modernity to the plurality of colours of Postmodernity; to later reflect on the pros and cons of Global Citizenship Education in the postmodern context. Finally, the article ends with the question key that begins this work, the education of Social Sciences teachers in citizenship education.