The evaluation of processes and impacts of the inclusion of sustainability in the curriculum of three educational institutions in Colombia, the object of this study, enable us to know normative and pedagogical processes around environmental education and the diligent transition to education for sustainability. At the methodological level, descriptive exploratory research is presented, focused on a group of selected institutions, characterized by converging for the same normative, ethical, social and environmental educational purpose. All of these institutions are pedagogically different in implementing the School Environmental Project (PRAE, in Spanish). Findings obtained show different environmental-pedagogical models in selected institutions due to their approach, strategy, and processes. It is noted, though, that most teachers are well-aligned in their preferences for addressing education for sustainability.
Resumen El evaluar procesos e impactos de la inclusión de la sostenibilidad en el currículo de tres instituciones educativas de Colombia, objeto de este estudio, permite conocer procesos normativos y pedagógicos en torno a la educación ambiental y la transición diligente a la educación para la sostenibilidad. A nivel metodológico, se presenta una investigación exploratoria descriptiva, centrada en el estudio de casos de las instituciones seleccionadas, caracterizadas porque convergen al mismo propósito normativo, ético, social y ambiental educativo. Esto, a la vez que dichas instituciones son divergentes en la implementación pedagógica del Proyecto Ambiental Escolar (PRAE). Los hallazgos obtenidos muestran modelos pedagógicos ambientales diferentes en las instituciones por su enfoque, estrategia y procesos. No obstante, se observa que la mayoría de los docentes coinciden en sus preferencias por abordar la educación para la sostenibilidad.
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