Education in global citizenship and human rights. Alternative for a possible world

The overwhelming, omnipresent, and multifactorial crisis that all of humanity is going through poses a complex challenge for the world's educational programs that invite the construction of relevant, renewed, and transcendental training actions, in whose operational sense expansion is housed as core tasks of ethical conscience and moral judgment. This research, as a result of a documentary review, seeks an approach to the purposes of education for global citizenship and its connection with human rights, specifying possibilities of human coexistence associated with the edifying dialogue between belongings, pluralism, and the diversities that permeate society both individual and group life. Some of the fundamental authors consulted were Cortina (2009), Delors (2000), Morin (2011), Morin and Delgado (2017), Savater (2000) and Sen (2021). As a result, it is stated that guaranteeing human coexistence in dignified conditions requires the adoption of universal values and the teaching of the rights that each individual has due to his membership in the human race quality that demands reciprocal recognition, critical tolerance, active respect and intergroup solidarity that, together with promoting effective inclusion, enhances life around common interests; values that are proposed as strategies that, adopted through education, promote positive conviviality. It is concluded that the scope of functional global coexistence demands the expansion of the human capacity to rationally assume the praxis of tolerance and the commitment to welcome the other as a peer, as a fellow citizen with whom identity traits are directly and indirectly shared. As well as belongings, which enjoy the protection of national and international legal devices that seek full human manifestation and development, and the sociocultural particularities that permeate each individual or human group.