The Social Cartography in Key of Environmental Education to Understand the School-Territory

Abstract

The purpose of this investigative experience was the use of social cartography as a didactic mediation of environmental education to understand the Classroom-School-Territory interaction. The methodological route was of a qualitative approach through the elaboration of social cartography as a teaching and learning strategy of socio-environmental issues with the student population of primary school and the media of four Educational Institutions of the public sector of the department of Quindío, Colombia. The main findings show that in most of the cartographic representations, students express the importance of the natural and cultural landscape of their localities, reflect the main environmental problems and economic-productive dynamics, all which accounts for how students make their own readings. Socio-spatial aspects of everyday realities and how they inhabit the territory. Indeed, this experience of applying social cartography as a didactic strategy of environmental education, allowed students to come closer to understanding their environment and the interactions between the school and the territory, where a more participatory educational approach was opted for. and contextualized the curricular contents.