[en] This paper is a reflection on education within the framework of the Anthropocene, accepting as key educational challenges the problems which justify assigning this name to the current geological epoch. The urgent need to train citizens, who are actively committed to the principles and values of sustainability, derives from these problems. The focal point of this issue has two main aspects: the first focuses on transformative action as a nurturing dynamic of the training process; the second considers the competencies that education should aim to promote. On the one hand the paper reviews the updated typology of competencies which, described as 'transformative', are included in the Learning Compass 2030 (OECD, 2019). This adds complexity to the training proposal of the DeSeCo model (OECD, 2005). On the other hand, there is an analysis of the significant aspects of the typology of key competencies for sustainability, as promoted by UNESCO (2014; 2018a). From a reflective consideration of both typologies, the lack of elements (capacities) necessary to reach a critical awareness of species ?whose training significantly affects what each individual can become? is evident. The so-called 'existential competencies' of Edgar Morin (2016), which point to the most radical core of the human being, are then proposed as complementary to strengthen the consistency of the model. These competencies are not explicitly included in the, otherwise laudable, initiatives which international organisations and institutions are deploying to bring the Education 2030 agenda to fruition. However, it is necessary to focus attention on them within the framework of a truly transformative quality education. Therefore, incorporating them into the competency model dominant on an international level is imperative in order to radically address the gravity, and urgency, of current socio-ecological problems. Anthropological substrate, provided by a biocentric humanism, is required to carry this out. This is a substrate committed to the moral responsibility which requires preserving the dignity of life in its extraordinary diversity.

[es] Este art?culo reflexiona sobre la educaci?n en el marco del Antropoceno, asumiendo como retos educativos de primer orden las problem?ticas que justifican asignar tal denominaci?n al actual periodo geol?gico. De ellas se deriva la urgencia de formar ciudadanos activamente comprometidos con los principios y valores de la sostenibilidad. El foco de atenci?n se sit?a en dos principales aspectos: la acci?n transformadora como din?mica nutricia del proceso formativo y las competencias cuya adquisici?n la educaci?n debe procurar. En el texto se revisa, por una parte, la tipolog?a actualizada de competencias que, con el calificativo de 'transformadoras', recoge el Learning Compass 2030 (OCDE, 2019), con nuevos elementos que complejizan la propuesta formativa del modelo DeSeCo (OCDE, 2005). Por otra, se analizan los aspectos significativos de la tipolog?a de competencias clave para la sostenibilidad que promueve Unesco (2014; 2018a). A partir de la consideraci?n reflexiva de ambas tipolog?as, se advierte en ellas la carencia de elementos (capacidades) necesarios para alcanzar una conciencia cr?tica de especie y cuya formaci?n afecta significativamente a lo que cada persona puede llegar a ser. Para robustecer la consistencia del modelo, se proponen como complementarias las denominadas por Edgar Morin (2016) 'competencias existenciales', que apuntan al n?cleo m?s radical de la persona humana. Estas ?ltimas no son competencias expl?citamente recogidas en las por otra parte loables iniciativas que organismos e instituciones internacionales est?n desplegando para llevar a buen puerto la agenda Educaci?n 2030. Son, sin embargo, de imprescindible atenci?n en el marco de una educaci?n de calidad, verdaderamente transformadora. Por tanto, es preciso incorporarlas al modelo competencial dominante en el escenario internacional para afrontar radicalmente la gravedad y urgencia de las actuales problem?ticas socioecol?gicas. Se requiere el sustrato antropol?gico que proporciona un humanismo bioc?ntrico, comprometido con la responsabilidad moral que obliga a preservar la dignidad de la vida en su extraordinaria diversidad.