Resumo

HERENCIA-GRILLO, Amalia  e  MARTINEZ-VILLEGAS, Juan. Presence of the SDGs in university artistic teacher training curricula. Entramado [online]. 2025, vol.21, n.1, e11764.  Epub 30-Jan-2025. ISSN 1900-3803.  https://doi.org/10.18041/1900-3803/entramado.1.11764.

This research analyzes the presence of the Sustainable Development Goals (SDGs) in the Degree of Primary Education Teacher (case A) and the Master in Interdisciplinary Arts Education (case B), in the artistic training of future teachers at the University of Barcelona. The degree of implementation and the importance given to the SDGs in the teaching plans of art-related subjects is assessed. Using the qualitative analysis tool QDA Miner, twelve teaching plans for case A and fifteen for case B are evaluated. This evaluation considers variables such as types of competencies, cognitive processes, relationship with art, problems identified in the alignment with evaluation, methodology or objectives, conceptual problems, duplication or hierarchy of competencies, grammar, layout or incoherent inclusive language. Finally, the alignment of teaching plans with the SDGs is assessed. The importance of university leadership is highlighted, emphasizing the desirability of incorporating the SDGs into teaching plans to support their implementation. It was found how the lack of connection poses a challenge for the commitment to the 2030 Agenda, highlighting both the key role of the university sector in the implementation of sustainability principles, as well as the need to review teaching plans to improve coherence in the organization of their competencies and alignment with the SDGs in both university degrees.

Palavras-chave : SDGs; Higher education; Arts education; Teacher's plan; Curriculum.

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