Dialogic Practices and Key Competences to Achieve Plural and Sustainable Societies
DOI:
https://doi.org/10.12795/CP.2025.i34.v1.13Keywords:
Citizenship, communicative competence, controversial issues, democratic and intercultural competence, intercultural dialogue, sustainable developmentAbstract
In February 2022, the European Commission published recommendation CM/Rec (2022)1 on the key role of education in shaping responsible societies. This recommendation is aligned with target 4.7, which addresses the promotion of sustainable lifestyles and the development of the key competences that learners need to acquire in order to actively participate in democratic societies.
This article explores some of the tools and frameworks developed by the Council of Europe that can serve as guides to realising the targets of SDG 4: Quality Education. First, the current situation in terms of pedagogical innovation and curriculum development is contextualised. Secondly, we present the Reference Framework for Democratic Culture (RFCDC). The RFCDC provides the basis for identifying the democratic and intercultural competences in which both learners and educators should be trained. In this context, we will delve into the value of a dialogical learning approach to carry out classroom dynamics that enhance the development of the purposes of SDG 4 in a transversal way. In particular, we would like to highlight the importance of teaching dialogic exchange on controversial issues and equip both students and teachers with the necessary tools to listen and be listened to in safe, respectful and diverse environments.
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