Pensamiento ecológico: concepciones y sentido de la realidad desde la perspectiva planetaria en una comunidad educativa urbana.
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Fecha
2022
Autores
Payares Monterroza, Fausto Antonio
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La presente tesis doctoral busca develar el histórico de la comunidad educativa en relación con el
patrimonio ambiental desde la acción participativa orientada a la resignificación de las
concepciones y prácticas ecológicas en el contexto de una perspectiva planetaria que haga de la
comunidad un escenario de transformación socioambiental, orientada desde el enfoque
paradigmático socio crítico y de la investigación acción participativa (IAP).
En ámbito mundial, Latinoamérica, Colombia y Cartagena de Indias, se han identificado
problemáticas socioecológicas, manifestadas en: Saqueo de recursos naturales, contaminación de
las fuentes hídricas y deforestación. A partir de la estructuración general del tema se establecieron
cuatro momentos de la investigación de la siguiente manera: Diagnóstico socio histórico de las
concepciones y prácticas ambientales, Programación desde el diálogo Transdisciplinar, acción
integral con enfoque transdisciplinar, promoción del pensamiento ecológico y reflexión del
proceso de investigación acción Participativa. En el contexto de la investigación, se genera
participación de la comunidad, sistematización de la experiencia vivida en contexto y devolución
sistemática en cada una de las etapas inherentes a la investigación acción participativa,
triangulando los aportes resultado del diálogo transdisciplinar y saberes de los participantes padres
de familia, estudiantes y docentes, generando un proceso de indagación en la fuentes directas del
foco problémico orientador de la investigación buscando con ello la posibilidad de replantear
colectivamente el estado de atención y protección de los escenarios socio naturales que demandan
mejoras para lo cual se inicia un ciclo en espiral que retroalimenta todas aquellas concepciones y
prácticas que se orientan a un pensamiento y práctica ecológica que busca del equilibrio y la
sostenibilidad del contexto natural en el área objeto de investigación. Propiciando condiciones y
compromisos educativos que, desde la posibilidad de una concepción y práctica de didáctica
ambiental motivada desde la escuela, comprometa a los actores sociales de la comunidad educativa
al fortaleciendo del pensamiento ecológico para la transformación de la conciencia y equilibrio
con el entorno.
This doctoral thesis seeks to reveal the history of the educational community in relation to environmental heritage, whose rethinking from participatory action guides the resignification of ecological concepts and practices that make the community a scenario of environmental transformation, oriented from the socio-critical paradigmatic approach and participatory action research (PAR). At a global level, Latin America, Colombia and Cartagena de India, socioecological problems have been identified, manifested in; the looting of natural resources, contamination of water sources and deforestation. From the general structuring of the topic, four moments of the investigation were established as follows: Socio-historical diagnosis of environmental conceptions and practices, Programming from the Transdisciplinary dialogue, comprehensive action with a transdisciplinary approach, Evaluation and Reflection of the action research process Participatory In the context of the research, community participation is generated, systematization of the experience lived in context and systematic feedback in each of the stages inherent to participatory action research, triangulating the contributions resulting from the transdisciplinary dialogue and knowledge of the parent participants of family, students and teachers, generating a process of inquiry into the direct sources of the problem focus guiding the research, thereby seeking the possibility of collectively rethinking the state of care and protection of the socio-natural scenarios that demand improvements for which it begins a spiral cycle that feeds back all those conceptions and practices that are oriented to an ecological thought and practice that seeks the balance and sustainability of the natural context in the area under investigation. Promoting educational conditions and commitments that, from the possibility of a conception and practice of environmental didactics motivated from school, commit the social actors of the educational community by strengthening ecological thinking for the transformation of consciousness and balance with the environment.
This doctoral thesis seeks to reveal the history of the educational community in relation to environmental heritage, whose rethinking from participatory action guides the resignification of ecological concepts and practices that make the community a scenario of environmental transformation, oriented from the socio-critical paradigmatic approach and participatory action research (PAR). At a global level, Latin America, Colombia and Cartagena de India, socioecological problems have been identified, manifested in; the looting of natural resources, contamination of water sources and deforestation. From the general structuring of the topic, four moments of the investigation were established as follows: Socio-historical diagnosis of environmental conceptions and practices, Programming from the Transdisciplinary dialogue, comprehensive action with a transdisciplinary approach, Evaluation and Reflection of the action research process Participatory In the context of the research, community participation is generated, systematization of the experience lived in context and systematic feedback in each of the stages inherent to participatory action research, triangulating the contributions resulting from the transdisciplinary dialogue and knowledge of the parent participants of family, students and teachers, generating a process of inquiry into the direct sources of the problem focus guiding the research, thereby seeking the possibility of collectively rethinking the state of care and protection of the socio-natural scenarios that demand improvements for which it begins a spiral cycle that feeds back all those conceptions and practices that are oriented to an ecological thought and practice that seeks the balance and sustainability of the natural context in the area under investigation. Promoting educational conditions and commitments that, from the possibility of a conception and practice of environmental didactics motivated from school, commit the social actors of the educational community by strengthening ecological thinking for the transformation of consciousness and balance with the environment.
Descripción
Palabras clave
Pensamiento ecológico, Concepciones, Acción, Participación, Transformación, Ecological thinking, Conceptions, Action, Participation, Transformation