Within the established framework of the Sustainable Development Goals 2021, this research group seeks to address and increase the quality of education, with a particular focus on the following goals:
- Eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for vulnerable people, including people with disabilities, indigenous peoples and children in vulnerable situations (4.5.); by 2030.
- Ensure that, by 2030, all young people and a significant proportion of adults - both men and women - are literate and have basic numeracy skills (4.6.).
- Ensure that, by 2030, all students have acquired the knowledge and skills necessary to promote sustainable development. We seek to educate on sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, world citizenship; and the appreciation of cultural diversity and contribution of culture to sustainable development (4.7.).
This research group aims to study literacy from a socio-material perspective, which promotes the analysis of social values in different spaces (school, family, ethnic, etc.) of social interaction. Literacy Studies have deep relationships with research on identity and social change, and the study of identity directed at various phenomena of our time addresses the different semiotic representations of individuals as part of their social and individual identity. This approach incorporates the study of tensions and power structures between the popular cultural, educational, social and digital identities that emerge with the creation of social spaces through daily interactions with people, artifacts and screens. - Decent work and economic growth.
- FULL EMPLOYMENT AND DECENT WORK: full and productive employment and decent work for all women and men, including young people and people with disabilities, and equal pay for work of equal value; by the year 2030.
- YOUNG PEOPLE WITHOUT WORK OR EDUCATION: significantly reduce the proportion of young people who are not in employment, education or training by 2030.
- Overall, this group is committed to gender equality and social inclusion.
In addition, this research group is focused on the study of career development guidance, as it is a lifelong learning process. We adopt a systemic and narrative approach to career guidance from which career literacy is identified with the career management competencies necessary for people to adapt to change, to create, design and identify vital opportunities of learning and employment that will allow them to build satisfactory life projects. The study of the construction of vital and professional projects (career construction) addresses the orientation processes as a factor of equity and social justice, as well as the development of sustainable careers.
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