Caracterización de las prácticas pedagógicas de la educación ambiental en la Institución Educativa Pablo Correa León de la ciudad de Cúcuta
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Fecha
2021
Autores
Murillo Pérez, Álvaro Andrés
Salazar Leal, Miriam Consuelo
Duran Hernández, Marlon
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
El presente trabajo de investigación tuvo como objetivo general: Caracterizar las prácticas pedagógicas de la Educación Ambiental en la Institución Educativa Pablo Correa León de la ciudad de Cúcuta, bajo el Paradigma Interpretativo, el enfoque hermenéutico y un diseño cualitativo, que conllevó al manejo de los datos y su sistematización en tres fases: (a) Reconocimiento de los componentes: natural, social y cultural, presentes en las prácticas pedagógicas impartidas por los docentes de la Institución Educativa Pablo Correa León para su contextualización en los Proyectos Ambientales Escolares (PRAE); (b) Precisión del alcance de los docentes a las herramientas didácticas y tecnológicas en las prácticas pedagógicas de Educación Ambiental, como de los proyectos de aula, desde el enfoque de la transversalidad para cada uno de los componentes caracterizados y (c) Integración de los componentes caracterizados en las prácticas pedagógicas de la Educación Ambiental, en la propuesta de estrategias para la institución educativa en el contexto ambiental. Así, del análisis realizado a las categorías inductivas: Educación Ambiental, componentes natural, social y cultural; herramientas didácticas y tecnológicas; emergieron las categorías axiales: Construcción de una pedagogía ambiental, Transversalidad de la EA, Componentes Estratégicos de la EA, Interdisciplinariedad de la EA y Articulación de saberes y contextos; las cuales llevaron a los autores a la discusión y contrastación definitiva sobre la importancia de la contextualización del medio donde está enclavada la escuela, de insertar a través del sistema educativo contenidos medio-ambientales para formar en nuestros educandos una cultura medio-ambiental, consolidando conductas correctas hacia el entorno.
The present research work had as general objective: To characterize the pedagogical practices of Environmental Education in the Pablo Correa León Educational Institution of the city of Cúcuta, under the Interpretive Paradigm, the hermeneutical approach and a qualitative design, which led to the management of the data and its systematization in three phases: (a) Recognition of the components: natural, social and cultural, present in the pedagogical practices taught by the teachers of the Pablo Correa León Educational Institution for their contextualization in the School Environmental Projects (PRAE); (b) Accuracy of the scope of teachers to the didactic and technological tools in the pedagogical practices of Environmental Education, as well as classroom projects, from the transversality approach for each of the characterized components and (c) Integration at the level strategy of the PRAE and PEI components within the pedagogical practices characterized taking into account the Strengths, Opportunities, Weaknesses and Threats of the educational institution in the environmental context. Thus, from the analysis carried out on the inductive categories: Environmental Education, natural, social and cultural components; didactic and technological tools; Axial categories emerged: Construction of an environmental pedagogy, Transversality of EE, Strategic Components of EE, Interdisciplinarity of EE and Articulation of knowledge and contexts; which led the authors to the definitive discussion and contrast on the importance of contextualizing the environment where the school is located, of inserting environmental content through the educational system to form an environmental culture in our students, consolidating behaviors correct to the environment.
The present research work had as general objective: To characterize the pedagogical practices of Environmental Education in the Pablo Correa León Educational Institution of the city of Cúcuta, under the Interpretive Paradigm, the hermeneutical approach and a qualitative design, which led to the management of the data and its systematization in three phases: (a) Recognition of the components: natural, social and cultural, present in the pedagogical practices taught by the teachers of the Pablo Correa León Educational Institution for their contextualization in the School Environmental Projects (PRAE); (b) Accuracy of the scope of teachers to the didactic and technological tools in the pedagogical practices of Environmental Education, as well as classroom projects, from the transversality approach for each of the characterized components and (c) Integration at the level strategy of the PRAE and PEI components within the pedagogical practices characterized taking into account the Strengths, Opportunities, Weaknesses and Threats of the educational institution in the environmental context. Thus, from the analysis carried out on the inductive categories: Environmental Education, natural, social and cultural components; didactic and technological tools; Axial categories emerged: Construction of an environmental pedagogy, Transversality of EE, Strategic Components of EE, Interdisciplinarity of EE and Articulation of knowledge and contexts; which led the authors to the definitive discussion and contrast on the importance of contextualizing the environment where the school is located, of inserting environmental content through the educational system to form an environmental culture in our students, consolidating behaviors correct to the environment.
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Palabras clave
Educación Ambiental (EA), Componentes natural, Social, Cultural, transversalidad, Environmental education (EA), Natural, Social, cultural components transversality