Vieira, RicardoVieira, AnaVieira, Pedro2020-07-072020-07-072020-069789090333755http://hdl.handle.net/10400.8/4995The increasing complexification of contemporary societies, as a result of globalization processes, both invite uniformity and stimulate the defense of fundamentalist identities. An education for multicultural citizenship is needed to construct individuals with plural identities capable of articulating local belonging with national and global belonging, and understanding their world as well as others, always dynamic and between cultures. It is also crucial to think education not only as the engine of economic growth but fundamentally as a lever for human development. Universities and schools in general, if they want to innovate and contribute to social and intercultural development, have to investigate and learn from local cultures before they want to teach them. Therefore, it has to consider the local knowledges and to build bridges between the local cultures and the hegemonic culture of each nation-state. In this sense, school cannot be inculcating a new order of life, economy, technology, culture, etc., out of context in relation to the environment and the community in which it operates. In opposition, it is a transfer of knowledge that contributes more to rural exodus and massive emigration than to human and social development.engDevelopment and sustainabilityEmpowermentEducation for (Dis)involvementSocio-educational interventionTransfer of knowledgeconference object2020-07-07cv-prod-1966209