The prospects for GCE in Latin America seem uncertain for several reasons. First, the gradual democratization of the region that began approximately 30 years ago still remains unfinished. While all Latin American citizens theoretically enjoy politi-cal rights, social exclusion prevents many inhabitants of the continent from effec-tively exercising their political, social and educational rights. The way the region fits into neoliberal economic globalization produces social exclusion. In addition, the wave of right-wing political parties gaining power jeopardizes the maintenance of public programs fighting social inequalities. Consequently, the prospect of peaceful national citizenship, open to the world and to global ecological issues seems remote.
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Second, the separate schooling of children from the privileged classes and under- privileged classes (public and private education) makes it difficult to organize edu-cational projects promoting “coexistence”. Residential segregation is also reflected in school segregation, reinforcing inequality.
Third, Latin American societies and schools are experiencing a high level of urban and rural violence. With this backdrop, promoting a culture of peace driven by GCE appears to be an unattainable utopia.
However, GCE in Latin America may have a promising future if linked to human rights issues and the Freirean approach to critical pedagogy (Schugurensky and Madjidi 2008). In this sense, it is important to include political projects in citizen-ship curricula in order to bring about changes in policies, institutional practices and culture. As stated by Paulo Freire: education alone cannot transform society but society cannot change without it (Freire 2000).
Finally, an understanding of the processes of independence and identity forma-tion of Latin American states is essential for the interpretaforma-tion of GCE on the conti-nent. As the Uruguayan writer Ernesto Galeano questioned:
What will the Latin America destiny be like? Are we going to be a caricature of the North?
Are we going to be like them? And are we going to create a different world and offer the world a different world? (Sant and González Valencia 2018, p. 79).
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