FormaciÓn ambiental y reconocimiento de la realidad: Dos aspectos esenciales para la inclusiÓn de la educaciÓn ambiental en la escuela

Abstract

This article is the result of an investigation framed in the didactics of environmental education and, specifically, in the teaching processes of this field of knowledge, aimed at recognizing environmental realities from which strategies for inclusion at school were generated, with the participation of different actors in the community of the Institución Educativa de Occidente located in the municipality of Anserma, department of Caldas, Colombia.This research project was conducted with the active participation of training teacher researchers from the Environmental Education Bachelor Program at Universidad de Caldas, as part of their educational practice carried out between 2012 and 2013. Methodologically this research is qualitative with action research approach, arising from a documentary review of the status of the School Environmental Project (SEP). It is concluded that, for teaching environmental education in the school, educational processes are required for teachers and communities who, from the recognition of their reality, their needs and interests, generate action strategies.