Analysis of the integration of environmental awareness in environmental education in the Chilean curriculum

Abstract

The aim of the study is to analyze the environmental education proposal of the national curriculum in the subjects of Natural Sciences and History, Geography and Social Sciencies to determine how the development of environmental awareness is integrated. The methodology used was a qualitative document analysis based on the dimensions of environmental awareness: cognitive, affective, dispositional, and behavioral. The results show that environmental awareness is unbalanced and incompletely integrated, with the cognitive and dispositional dimensions predominating over the affective and behavioral dimensions. The curriculum rarely includes the study of environmental problems and conflicts. It also values the environment in an instrumental way and promotes actions that have little impact in the face of the global ecological crisis.