The acceleration of the social transformations that the globalized world is going through puts into question both the meaning of education and the institutional mechanisms of educational systems.
The historical sense of the modern school was focused on converting the inhabitants of a given territory into citizens of a nation state. The exercise of citizenship involved the transmission and mastery by students of a set of school disciplines. With the purpose of contributing from education to the political legal equality inherent in citizenship, indifference to differences became a fundamental characteristic of the pedagogical link. However, this mechanism was not efficient in terms of educational attainment. All international evaluations show the social conditioning of school learning. In the Southern Hemisphere, the problem is also expressed in larger proportions of children of school age who do not attend school and of children and adolescents who do not reach the basic levels expected in Language and Mathematics.
The increase of inequalities, of ecological catastrophes, of the North - South imbalance, of irregular migrations and population displacements, and the concomitant risk of life on the planet, led the UN to conclude the 2030 Agenda. The objectives of the Agenda point to the goal of sustainable development understood as the virtuous link between economic efficiency, social equity and care for the environment.
The formative institutions that make up the educational systems, as well as in their sense, are challenged in their institutional devices since the digital revolution despatializes human relations while flattening historical time producing a strong concentration in the present. On the one hand, the possibility of adapting institutional frameworks to the potential offered by digital technologies emerges. On the other hand, the threat of de-institutionalization, the pre-eminence of individualism, consumerism and the increase of socio-cultural gaps in the use of digital technologies become evident.
One of the most solid responses of educational research to the problem of social conditioning of educational attainment is to take differences into account-instead of remaining indifferent to them-to build each student's ability to learn-instead of requiring it - and recover the potential of the collective construction of knowledge - instead of maximizing individualism - in order to achieve the success of all students.
The XX Congress of the AMCE constitutes an opportune opportunity to contribute, from a plurality of disciplines, approaches and traditions, to the construction of a more rational vision of the problems that education and formation face in our time and to host these contributions in a framework like that of the National Pedagogical University organized around the training of educators.