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Faced with a world in which important advances have been made in all areas and with significant changes for and by economic development, we find a complexity in dealing with both a new and an old context. One with new problems generated by the lack of sustainability in economic growth and the other with an already known reality where the problems of inequality and poverty are still latent. The 2030 Agenda and the Sustainable Development Goals (SDGs) are presented as a key driver for a democratizing and ethical exercise, and where SDG 4 Quality Education is an opportunity to contribute to the achievement of SDG 3 Health and Well-being. In order to reduce the inequalities and poverty generated by lack of access to quality education, health services and a healthy life, and with a commitment from Shared Social Responsibility (EC, 2011) it is proposed to reorganize and prioritize specific and measurable actions towards global health from educational communities in accordance with the goals of SDG 4 and 3. All this, after evaluating indices that are not only economic (UNDP, 1990; UNESCO, 2009), but also include aspects of social welfare.

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PRIORIZACIÓN DEL OBJETIVO DE DESARROLLO SOSTENIBLE 3 “SALUD GLOBAL Y BIENESTAR ” EN LA ACCIÓN DE LAS COMUNIDADES EDUCATIVAS EN LA LUCHA CONTRA LAS DESIGUALDADES Y LA POBREZA