Educación ambiental para la sustentabilidad

Abstract

La problemática ambiental no es ideológicamente neutra. Su génesis está dada en un proceso histórico marcado por la expansión de un modo de producción, por los patrones tecnológicos generados, por una racionalidad económica guiada con el propósito de maximizar las ganancias y los excedentes económicos en el corto plazo, por una división del trabajo y el intercambio desigual de mercancías entre naciones. Para comprender los problemas ambientales es importante contar con un marco que dé cuenta de su complejidad, analizando las características físicas del medio, inexorablemente conectados con condiciones políticas, económicas y sociales.

Acquisition of Competences for Sustainable Development through Visual Thinking. A Study in Rural Schools in Mixco, Guatemala

“…By means of questions such as "What are we doing to help the survival of species?" and on the basis of the image of some animals in danger of extinction, students are capable of establishing relations and proposing different solutions to the problem from the perspective of collaborative work [17].…”

“…A quality education, together with the development of new teaching and learning styles, is the essential vehicle to prepare and introduce the values of dialogue in our society. In this sense, since its creation, and more specifically in the last two decades with the development of its Education for All 2000-2015 strategic plan, UNESCO has provided an answer to the objectives laid down in the Dakar World Education Forum held in 2000 [2,13,16,17].…”

“…If social skills are developed in early years, they will lay the foundations for future potential developments. Therefore, we can assert that skills are built upon previously developed skills [16,17].…”

“…This also requires teaching instruments and operations that are suitable for the contexts, differentiated according to their mediums and modalities, focusing on learning and suited to the different scenarios in which it occurs. Hence, the selection of the resources and methodologies for this type of education must correspond to the ones that generate the most and the best learning experiences, in which the students demonstrate through attitudes and skills the changes of conducts and actions that enable long term solutions for such a major problem as the present [17,33].…”

Da Educação Ambiental crítica à Educação Ambiental decolonial: revisando concepções em narrativas à luz da racionalidade ambiental

“…al. (2021), em referência a Salazar (2009), a EA pode habilitar as pessoas a perceber a realidade ambiental e sociocultural, visando o convívio responsável com o meio ambiente. A transversalidade curricular, para tanto, privilegia uma formação de natureza holística, incluindo questões sociais e culturais baseadas em outras matrizes compreensivas da relação com o meio ambiente (SANTOS et al, 2020).…”