Núm. 29 (2020) enero-junio

The Mexican school system has defined as one of the four functions for the last three years of compulsory education (15-18 years) citizenship education. From this imperative, we discuss theoretical notions of citizenship. Depredating development that creates inequalities at all levels is questioned. Citizenship is discussed within the framework of the relationship between well-being and development. The International Convention of the Rights of the Child (UN, 1989) is taken up in the context of the actual organization of educational institutions and prescribed curriculum, pointing out obstacles to make children’s rights a daily practice.The proposed new programs are analyzed contrasting them with the general goals and functions as stated by the educational authority. We discuss possibilities for citizenship education for the next generations in schools from a global perspective and conclude this first part with a proposal for citizenship education. In the second part we take up the need to see citizenship education as a means to build up peace with equity and ethics, from a key perspective in our times ¿what consequences do the ongoing technological revolutions in our times have for the last years of high school and citizenship education? A quick presentation is done of three elements that could enrich the actual programs for high school: a) nonviolence to build up a culture and education for peace applied to the social context of schools; b) equity in education and, c) digital ethics and academic-professional integrity.