Resumo

ROMERO-OLIVA, Manuel Francisco; FLORIDO-ZARAZAGA, Blanca  e  HEREDIA-PONCE, Hugo. Nonfiction Picture Book Mapping and sdgs for a Horizon 2030. Rev. colomb. educ. [online]. 2023, n.89, pp.231-251.  Epub 08-Mar-2024. ISSN 0120-3916.  https://doi.org/10.17227/rce.num89-17430.

The postulates of the European Agenda 2030 and the Sustainable Development Goals (SDGS) highlight the need to address education towards a critical education that is linked to the social challenges of inclusion, justice and sustainability. The literate practices of reading, as an interpretative basis of reality, must be oriented towards contextualized learning to face situations that update and authenticate the curriculum. In this way, it is necessary to propose new materials that overcome the rigidity of textbooks and encourage the construction of knowledge based on the curiosity and research of the reader, as well as the mediation of the teacher. Through a methodology of documentary analysis of the main publishers, by means of a grid of contents validated ad hoc, a cartography has been designed with a corpus of 51 illustrated non-fiction books (II\BS). The results have been developed according to three dimensions that bring together the 17 SDGS -social justice; education and equality; and environment. The conclusions aim to offer educational lines focused on the results obtained in schools with the II\BS as an alternative to textbooks for a sustainable and fair education from the formation of critical readers in the different curricular areas.

Palavras-chave : illustrated non-fiction books; textbooks; reader training; SDGS; citizenship.

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