Formación inicial de profesores en ciencias: un análisis del discurso de los programas de educación ambiental de una licenciatura colombiana

Abstract

Este estudio tuvo como propósito caracterizar el conocimiento de educación ambiental materializado en la Licenciatura en Educación Básica con énfasis en Ciencias Naturales y Educación Ambiental, de una universidad colombiana. Para ello, se usó como referencial teórico-metodológico el análisis crítico del discurso, el cual considera tres dimensiones: el discurso, la cognición y la sociedad. Se enfatizó en la dimensión cognitiva materializada en el discurso. En este sentido, se consideró aquello que expresa, presupone, omite y distribuye la licenciatura sobre educación ambiental a través de sus programas curriculares que orientan el componente ambiental, en este caso, el programa de los cursos: Historia y Educación Ambiental, Cultura del Paisaje, Problemas Ambientales I y II, Educación Ambiental y Desarrollo Sostenible, y Proyectos Ambientales Escolares. Para lograr lo anterior, se utilizó el análisis semántico yepistémico del discurso, mediante las categorías de temas, definiciones, implicaciones y presuposiciones, fuentes y modalidad. Se encontró que la cognición social de los profesores puede influenciar su práctica educativa. Por ejemplo, de acuerdo con los objetivos del proceso de formación se encontró diálogo de la educación ambiental con conocimientos de tipo científicos, axiológicos, económicos, políticos e históricos.Sin embargo, también se halló omisión de conocimientos como las injusticias socioambientales y tiempos históricos de movimientos sociales, entre otros.

Political Discourses as A Resource for Climate Change Education: Promoting Critical Thinking by Closing the Gap between Science Education and Political Education

“…The findings of this paper demonstrate that climate change education should not only involve learning about risk, adaptation, resilience and basic scientific concepts, but also critical reflection on public policy and emancipatory, critical, and transformative content. Consideration should be given to non-formal and informal communicative events in the development of critical thinking, and analysis of how power relations can restrict, motivate, or boost the impetus towards climate change education [39]. In this way, the gap between climate change education as science education and climate change education as political education can be bridged.…”

“…Therefore, on the basis of critical theory and critical discourse analysis, we view environmental education and climate change education as a network of social practices in which discourses move from one practice to another [39]. These movements can take the form of colonization and/or appropriation, given that when discourses move from one social practice to another, they are recontextualized [40].…”

“…We first undertook a general reading, and then moved on to textual analysis. Our research identified different dimensions of the texts that included generic structure (gender type, gender mix), topics: sematic macro-structures (what the discourse "means" in global terms; includes the main information and explains the overall coherence of the text and the conversation), local meanings (the meaning of words), modality (text types such as epistemic, deontic), speech acts (arguments, questions, demands, offers, evaluations), presuppositions, and intertextuality (other texts and voices that are included and/or referred to), providing for an understanding of the cognitive dimension as set out in Van Dijk's theory [39,50].…”

“…It emphasizes the interdependence between humans and nature and promotes harmony and balance in all aspects of life. This implies that climate education needs to incorporate "political education from a global, critical, non-partisan perspective, addressing concepts such as governance and governability, the uncertainty of communications, doubt, reflection and criticism based on the values of justice and democracy" [39] (p. 249). Creating various communicative events (social interactions that take place in a specific space and at a specific time [72]) that engage with uncertainty contributes to the development of critical thinking, providing a scenario where students need to develop their abilities, apply reasoned and reflective thinking, take account of evidence, and deploy logic to decide what to believe or do [73,74].…”