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OF EDUCATING CITIES
CHARTE
DES VILLES DUCATRICES
CARTA
DE CIUDADES EDUCADORAS
EDUCATING CITIES
for a better world
VILLES DUCATRICES
pour un monde meilleur
CIUDADES EDUCADORAS
para un mundo mejor
CHARTER OF EDUCATING CITIES
The cities that were represented at the 1st its concepts to the new challenges and social
International Congress of Educating Cities, needs we face.
held in Barcelona in 1990, set forth in the This Charter is based on the Universal
initial Charter the basic principles that were Declaration on Human Rights (1948); the
to constitute the educational driving force International Covenant on Economic, Social
of the city, theirs was the conviction that and Cultural Rights (1966); the Convention
the edification of their inhabitants could not on the Rights of the Child (1989); the World
be left to chance. The Charter was revised Declaration on Education For All (1990),
at the 3rd International Congress (Bologna, and the Universal Declaration on Cultural
1994) and at the 8th International Congress Diversity (2001).
(Genoa, 2004), in order to improve and adapt
PREAMBLE
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ered binding the principles of the Universal tions of the communities of which the city is
Declaration of 1959, made children citizens comprised and the right of all those living in
with full civic and political rights. Thus, they the city to feel that their own cultural iden-
can enjoy the rights of association and par- tity is being recognised.
ticipation that are suitable to their level of We live in a world of uncertainty that is
maturity. giving ground to a quest for security, which
The protection of children and youth in our is often expressed as the negation of the
cities no longer consists merely of protecting other and as mutual mistrust. The educating
them as such. It is also important to find city is aware of this and does not seek
them a proper place next to adults who simple unilateral solutions: it accepts this
have the civic virtue of finding satisfaction contradiction and puts forward processes of
in inter-generational coexistence. At the knowledge, dialogue and participation as the
beginning of the 21st century, all generations best way forward of living and coping with
are clearly more and more in need of life-long uncertainty.
learning opportunities that are constantly Therefore, the right to an educating city is
being updated. hereby affirmed. This right must be under-
Global citizenship is now in the making stood as an effective extension of the funda-
even though we still lack a global democratic mental right to education. There must be a
structure, even though many countries still true fusion, in the phase of formal education
have not been able to attain and constitute and adulthood, of the resources and educa-
a democracy that is effective while being tional power of the city with the ordinary
respectful of their genuine social and development of the educational, labour and
cultural patterns and where democracies social system.
with a longer standing democratic tradition The right to live in an educating city must
can feel satisfied with the quality of their constitute a relevant guarantee of the prin-
democratic systems. In this context, cities ciples of equality for all, social justice, and
in all countries must act, in their local territorial balance.
dimension, as platforms for experimentation This emphasises the responsibility local
and consolidation of a democratic citizenry, governments in the sense of developing all
as promoters of peaceful coexistence the educational potentialities that the city
through ethical and civic values education, has within itself, incorporating the princi-
respectful of the manifold nature of the ples of the educating city into its political
possible different forms of government while project.
acting as the drivers of widely representative,
participatory mechanisms.
Diversity is inherent in the modern city and
the feeling is that it will increase even more
in the future. Accordingly, one of the chal-
lenges facing the educating city is to foster a
balance and harmony between identity and
diversity, taking into account the contribu-
4 CHARTER OF EDUCATING CITIES
PRINCIPLES
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the legislation required from other central or existence. City planning must consider the
regional administrations. enormous impact of the urban environment
------------------------------------ on the development of all individuals, on
the integration of their personal and social
SERVING
ITS INHABITANTS
should underline the close relationship that
should exist between educational planning
and the needs of the labour market.
Thus, the city shall define training strategies
PRAMBULE
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des Nations Unies du 20 novembre 1989, diversit, compte tenu des apports des com-
qui dveloppait et considrait comme munauts qui lintgrent et du droit de tous
contraignants les principes de la Dclaration ceux qui y vivent se sentir reconnus dans
Universelle de 1959, en a fait des citoyens leur propre identit culturelle.
et des citoyennes de plein droit en leur Nous vivons dans un monde dincertitude
concdant des droits civils et politiques. Ils qui privilgie la recherche de la scurit, qui
peuvent donc sassocier et participer selon sexprime souvent comme la ngation de
leur degr de maturit. lautre et par une mfiance mutuelle. La ville
La protection des enfants et des jeunes ducatrice, consciente de ce fait, ne cher-
dans la ville ne consiste pas seulement che pas de solutions unilatrales simples,
privilgier leur condition, il faut de plus elle accepte la contradiction et propose des
trouver la place qui en ralit leur revient, processus de connaissance, de dialogue et
ct dadultes qui possdent comme vertu de participation comme le chemin adquat
citoyenne, la satisfaction qui doit prsider la pour coexister dans et avec lincertitude.
coexistence entre gnrations. Au dbut du Nous affirmons donc le droit une
XXIe sicle, les enfants comme les adultes ville ducatrice, qui doit tre considr
ont besoin dune ducation tout au long de comme une extension effective du droit
la vie, dune formation toujours renouvele. fondamental lducation. Il doit se produire
La citoyennet globale se configure sans une vritable fusion dans ltape ducative
quil existe despace global dmocratique, formelle et dans la vie adulte, des ressources
sans que de nombreux pays aient atteint une et de la puissance formative de la ville avec
dmocratie efficace et la fois respectueuse le dveloppement ordinaire du systme
de ses vritables patrons sociaux et culturels ducatif, professionnel et social.
et sans que les dmocraties de plus longue Le droit une ville ducatrice doit tre une
tradition puissent se sentir satisfaites de la garantie importante des principes dgalit
qualit de leurs systmes. Dans ce contexte, entre toutes les personnes, de justice sociale
les villes de tous les pays doivent agir depuis et dquilibre territorial.
leur dimension locale en tant que plateformes Cela accentue la responsabilit des
dexprimentation et de consolidation gouvernements locaux dans le sens du dve
dune pleine citoyennet dmocratique, et loppement de toutes les potentialits
promouvoir une coexistence pacifique grce ducatives que la ville renferme, en
la formation en valeurs thiques et civiques, incorporant son projet politique les
le respect de la pluralit des diffrents principes de la ville ducatrice.
modes possibles de gouvernement et la
stimulation de mcanismes reprsentatifs et
participatifs de qualit.
La diversit est inhrente aux villes actuel-
les et il est prvu quelle augmentera encore
plus lavenir. Pour cette raison, un des dfis
de la ville ducatrice est de promouvoir
lquilibre et lharmonie entre identit et
10 CHARTE DES VILLES DUCATRICES
PRINCIPES
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bien les initiatives davant-garde que celles
LE DROIT de la culture populaire, indpendamment
UNE VILLE DUCATRICE de leur origine. Elle devra contribuer
corriger les ingalits qui surgissent lors de
PREMBULO
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PRINCIPIOS
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18 La ciudad estimular
asociacionismo como forma de
participacin y corresponsabilidad cvica, a
el
Esta Carta expresa el compromiso de las
ciudades que la suscriben con todos los
fin de canalizar actuaciones al servicio de la valores y principios que en ella se han
comunidad y obtener y difundir informacin, manifestado.
materiales e ideas para el desarrollo social, Se define como abierta a su propia
moral y cultural de las personas. A su reforma y deber ser ampliada con los
vez, contribuir en la formacin para la aspectos que la rpida evolucin social
participacin en los procesos de toma de requiera en el futuro.
decisiones, de planificacin y de gestin que
la vida asociativa conlleva.
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D.L.: B-5.904-2009