Ecopedagogía: Alternativa formadora y transformadora desde la Escuela
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Fecha
2022
Autores
Bula Herazo, pedro Idelfonso
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Editor
Ediciones Universidad Simón Bolívar
Facultad de Jurídicas y Sociales
Facultad de Jurídicas y Sociales
Resumen
Las escuelas han avanzado en la adaptación social de su función ambiental, concebida esta como
una necesidad de formación y transformación de un conocimiento crítico y pertinente a partir de la
autorreflexión y las reflexiones colectivas. En este contexto, a la escuela le corresponde alertar sobre la
urgencia de iniciar los cambios de mentalidad colectiva que favorezca la apropiación y materialización de
las acciones que contribuyan de manera estructural en una nueva relación de la sociedad y la naturaleza.
De esta manera, la Ecopedagogía surge como un elemento connatural y latente dentro del
proceso educativo de las escuelas que, reconocida y aprehendida como tal por los diferentes actores
educativos, desde la autorreflexión y reflexión colectiva, dilucidaría una nueva dinámica de los procesos
educativos, emergiendo así una cultura depositaria de las demandas ambientales que el mundo requiere,
donde los docentes que enfrentan la problemática ambiental tengan la disposición de investigar para
transformar esa realidad, en sintonía con las posturas de Paulo Freire y Fals Borda.
Así, el objeto de estudio de la investigación comprende el proceso de formación ecopedagógico
que favorezca la transformación de las concepciones y las prácticas educativas de los docentes para
conseguir una educación acorde con las nuevas políticas en materia de conservación ambiental y
articulada con las necesidades del entorno académico donde se desarrolló la investigación
Schools have advanced in the social adaptation of their environmental function, conceived as a need for training and transformation of critical and relevant knowledge based on self-reflection and collective reflections. In this context, it is up to the school to warn about the urgency of initiating changes in the collective mentality that favors the appropriation and materialization of actions that contribute structurally to a new relationship between society and nature. In this way, Ecopedagogy emerges as a connatural and latent element within the educational process of schools that, recognized and apprehended as such by the different educational actors, from self-reflection and collective reflection, would elucidate a new dynamic of educational processes, emerging thus, a depository culture of the environmental demands that the world requires. Where teachers who face environmental problems have the willingness to investigate to transform that reality, in tune with the positions of Paulo Freire and Fals Borda. Thus, the object of study of the research includes the process of eco-pedagogical training that favors the transformation of educational conceptions and practices of teachers to achieve an education in accordance with the new policies on environmental conservation and articulated with the needs of the academic environment. where the research was carried out
Schools have advanced in the social adaptation of their environmental function, conceived as a need for training and transformation of critical and relevant knowledge based on self-reflection and collective reflections. In this context, it is up to the school to warn about the urgency of initiating changes in the collective mentality that favors the appropriation and materialization of actions that contribute structurally to a new relationship between society and nature. In this way, Ecopedagogy emerges as a connatural and latent element within the educational process of schools that, recognized and apprehended as such by the different educational actors, from self-reflection and collective reflection, would elucidate a new dynamic of educational processes, emerging thus, a depository culture of the environmental demands that the world requires. Where teachers who face environmental problems have the willingness to investigate to transform that reality, in tune with the positions of Paulo Freire and Fals Borda. Thus, the object of study of the research includes the process of eco-pedagogical training that favors the transformation of educational conceptions and practices of teachers to achieve an education in accordance with the new policies on environmental conservation and articulated with the needs of the academic environment. where the research was carried out
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Palabras clave
Ecopedagogía, Escuela, Reflexión sistémica, Procesos educativos, Ecopedagogy, School, Systemic reflection, Educational processes