Ambientalización del currículo universitario : un reto de la ecopedagogía.
Universities have made progress in greening their curricula, but the way to make a better environment come true is just beginning. For this purpose, it is necessary to educate people able to develop in this global society, which demands a strong commitment of the academic community in order to recog...
- Autores:
-
Fuentes Molina, Natalia
González Fragozo, Harold Enrique
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2016
- Institución:
- Universidad Pedagógica Nacional
- Repositorio:
- Repositorio Institucional UPN
- Idioma:
- spa
- OAI Identifier:
- oai:repository.pedagogica.edu.co:20.500.12209/15762
- Acceso en línea:
- https://revistas.pedagogica.edu.co/index.php/TED/article/view/6154
http://hdl.handle.net/20.500.12209/15762
- Palabra clave:
- Eco-pedagogía
Currículo universitario
Crisis ambiental
Responsabilidad ambiental
Ecopedagogy
University curriculum
Environmental crisis
Environmental responsibility
- Rights
- openAccess
- License
- https://creativecommons.org/licenses/by-nc/4.0
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dc.title.spa.fl_str_mv |
Ambientalización del currículo universitario : un reto de la ecopedagogía. |
title |
Ambientalización del currículo universitario : un reto de la ecopedagogía. |
spellingShingle |
Ambientalización del currículo universitario : un reto de la ecopedagogía. Eco-pedagogía Currículo universitario Crisis ambiental Responsabilidad ambiental Ecopedagogy University curriculum Environmental crisis Environmental responsibility |
title_short |
Ambientalización del currículo universitario : un reto de la ecopedagogía. |
title_full |
Ambientalización del currículo universitario : un reto de la ecopedagogía. |
title_fullStr |
Ambientalización del currículo universitario : un reto de la ecopedagogía. |
title_full_unstemmed |
Ambientalización del currículo universitario : un reto de la ecopedagogía. |
title_sort |
Ambientalización del currículo universitario : un reto de la ecopedagogía. |
dc.creator.fl_str_mv |
Fuentes Molina, Natalia González Fragozo, Harold Enrique |
dc.contributor.author.spa.fl_str_mv |
Fuentes Molina, Natalia González Fragozo, Harold Enrique |
dc.subject.spa.fl_str_mv |
Eco-pedagogía Currículo universitario Crisis ambiental Responsabilidad ambiental Ecopedagogy University curriculum Environmental crisis Environmental responsibility |
topic |
Eco-pedagogía Currículo universitario Crisis ambiental Responsabilidad ambiental Ecopedagogy University curriculum Environmental crisis Environmental responsibility |
description |
Universities have made progress in greening their curricula, but the way to make a better environment come true is just beginning. For this purpose, it is necessary to educate people able to develop in this global society, which demands a strong commitment of the academic community in order to recognize and use ecopedagogy as a crosscutting issue to manage critical and relevant expertise in the training processes associated to curriculum proposals. It requires to reflect and alert on the urgent need to use the amount of existing instruments and methodology have an efficient impact in improving the quality of life. Universities are making a difference in the approach to environmental education, but they are still lacking, firstly, the change of collective mindset to seize the future and, secondly, important and real efforts showing the materialization of actions in the university-nature relationship. In short, the challenge of ecopedagogy is to be regarded as a fundamental element of the universities’ educational process, and thus transform teaching practices as a response to a changing world and where environmental realities are highly-competitive. Therefore, this research provides some guidelines to understand that greening the curriculum is part of the dynamics of educational processes, which not only need to publicize the workings of nature, the environment, environment connected issues and possible remedial actions, but also to integrate really strongly different transforming actors to implement quite properly the measures taken, respecting cultural diversity, natural dynamics, accepting innovation in contextualized experiences, and valuing the actions of communities to strengthen and achieve challenges pursued by eco-pedagogy. Since we are living in complex and troubled times, we need more flexible teaching guidelines that allow us to strengthen our actions in uncertain, emerging and complex contexts. |
publishDate |
2016 |
dc.date.issued.none.fl_str_mv |
2016-07-29 |
dc.date.accessioned.none.fl_str_mv |
2021-08-02T16:53:43Z |
dc.date.available.none.fl_str_mv |
2021-08-02T16:53:43Z |
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http://purl.org/coar/resource_type/c_2df8fbb1 |
dc.type.coarversion.fl_str_mv |
http://purl.org/coar/version/c_970fb48d4fbd8a85 |
dc.type.local.spa.fl_str_mv |
Artículo de revista |
dc.type.coar.eng.fl_str_mv |
http://purl.org/coar/resource_type/c_6501 |
dc.type.driver.eng.fl_str_mv |
info:eu-repo/semantics/article |
format |
http://purl.org/coar/resource_type/c_6501 |
dc.identifier.none.fl_str_mv |
https://revistas.pedagogica.edu.co/index.php/TED/article/view/6154 10.17227/01203916.6154 |
dc.identifier.issn.none.fl_str_mv |
2323-0126 2665-3184 |
dc.identifier.uri.none.fl_str_mv |
http://hdl.handle.net/20.500.12209/15762 |
url |
https://revistas.pedagogica.edu.co/index.php/TED/article/view/6154 http://hdl.handle.net/20.500.12209/15762 |
identifier_str_mv |
10.17227/01203916.6154 2323-0126 2665-3184 |
dc.language.iso.none.fl_str_mv |
spa |
language |
spa |
dc.relation.none.fl_str_mv |
https://revistas.pedagogica.edu.co/index.php/TED/article/view/6154/5108 https://revistas.pedagogica.edu.co/index.php/TED/article/view/6154/8648 |
dc.rights.uri.none.fl_str_mv |
https://creativecommons.org/licenses/by-nc/4.0 |
dc.rights.accessrights.none.fl_str_mv |
info:eu-repo/semantics/openAccess http://purl.org/coar/access_right/c_abf2 |
dc.rights.creativecommons.none.fl_str_mv |
Attribution-NonCommercial 4.0 International |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by-nc/4.0 http://purl.org/coar/access_right/c_abf2 Attribution-NonCommercial 4.0 International |
eu_rights_str_mv |
openAccess |
dc.format.mimetype.spa.fl_str_mv |
application/pdf text/html |
dc.publisher.spa.fl_str_mv |
Editorial Universidad Pedagógica Nacional |
dc.source.spa.fl_str_mv |
Tecné, Episteme y Didaxis: TED; Núm. 40 (2016) Tecné, Episteme y Didaxis: TED; No. 40 (2016) Tecné, Episteme y Didaxis: TED; n. 40 (2016) |
institution |
Universidad Pedagógica Nacional |
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Repositorio Institucional Universidad Pedagógica Nacional |
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repositorio@pedagogica.edu.co |
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Fuentes Molina, NataliaGonzález Fragozo, Harold Enrique2021-08-02T16:53:43Z2021-08-02T16:53:43Z2016-07-29https://revistas.pedagogica.edu.co/index.php/TED/article/view/615410.17227/01203916.61542323-01262665-3184http://hdl.handle.net/20.500.12209/15762Universities have made progress in greening their curricula, but the way to make a better environment come true is just beginning. For this purpose, it is necessary to educate people able to develop in this global society, which demands a strong commitment of the academic community in order to recognize and use ecopedagogy as a crosscutting issue to manage critical and relevant expertise in the training processes associated to curriculum proposals. It requires to reflect and alert on the urgent need to use the amount of existing instruments and methodology have an efficient impact in improving the quality of life. Universities are making a difference in the approach to environmental education, but they are still lacking, firstly, the change of collective mindset to seize the future and, secondly, important and real efforts showing the materialization of actions in the university-nature relationship. In short, the challenge of ecopedagogy is to be regarded as a fundamental element of the universities’ educational process, and thus transform teaching practices as a response to a changing world and where environmental realities are highly-competitive. Therefore, this research provides some guidelines to understand that greening the curriculum is part of the dynamics of educational processes, which not only need to publicize the workings of nature, the environment, environment connected issues and possible remedial actions, but also to integrate really strongly different transforming actors to implement quite properly the measures taken, respecting cultural diversity, natural dynamics, accepting innovation in contextualized experiences, and valuing the actions of communities to strengthen and achieve challenges pursued by eco-pedagogy. Since we are living in complex and troubled times, we need more flexible teaching guidelines that allow us to strengthen our actions in uncertain, emerging and complex contexts.Las universidades han avanzado en la ambientalización de sus currículos, peroel camino para hacer realidad un mejor entorno ambiental apenas empieza y,para ello, se hace necesario formar personas capaces de desenvolverse en estasociedad globalizada, lo que exige grandes esfuerzos de la comunidad académicapara reconocer y utilizar la ecopedagogíacomo un elemento transversalen la gestión de un conocimiento crítico y pertinente en los procesos formativosalrededor de propuestas curriculares adecuadas. Se requiere reflexionary alertar sobre la necesidad urgente de utilizar la cantidad de instrumentosy metodologías existentes para incidir con eficiencia en el mejoramiento dela calidad de vida. Las universidades están generando una diferencia en elenfoque de la formación ambiental, pero falta, por una parte, el cambio dementalidad colectiva para apropiarse del futuro y, por otra, importantes y realesesfuerzos que muestren la materialización de las acciones, en la relaciónuniversidad-naturaleza. En suma, el reto de la ecopedagogía es lograr ser consideradaun elemento fundamental del proceso educativo de las universidades,y así transformar las prácticas pedagógicas para dar respuesta a un mundo enconstante cambio y de amplia competitividad de las realidades ambientales.Por ello, la presente investigación aporta unos lineamientos para comprenderque la ambientalización del currículo es parte de la dinámica de los procesoseducativos, los cuales necesitan no solo dar a conocer el funcionamiento dela naturaleza, el entorno, los problemas que existen en el ambiente y accionespara solucionarlos, sino también integrar, con mucha fuerza, a los diferentesactores transformadores, para ejecutar con mayor acierto lo planteado, respetandola diversidad cultural, las dinámicas naturales, aceptando la innovaciónde experiencias contextualizadas, valorando las acciones de las comunidadespara fortalecer y lograr los retos que se persiguen con la ecopedagogía. Alvivir en tiempos complejos y momentos conflictivos, necesitamos disponer delineamientos pedagógicos más flexibles, que nos permitan fortalecer nuestrasacciones en contextos inciertos, emergentes y complejos.As universidades têm avançado na incorporação das temáticas ambientais nos seus conteúdos,porem para gerar um melhor entorno ambiental é preciso continuar essa construção, para isto énecessário formar pessoas que sejam capazes de se desenvolver em uma sociedade globalizada,requerendo de grandes esforços da comunidade acadêmica para reconhecer e fazer uso da eco-pedagogía,a qual é um elemento transversal na gestão de um conhecimento critico e fundamentalnos processos educativos. É relevante refletir e advertir sobre a necessidade de usar eficientementeos instrumentos e metodologias existentes que possam melhorar a qualidade de vida. Apesar dasuniversidades ter gerado uma diferença no enfoque da formação ambiental faz falta uma mudançana mentalidade coletiva que permita se apropriar do futuro, incluindo também uns esforços reaisque mostrem a materialização destas ações, na relação universalidade-natureza. O atual desafioda eco-pedagogia é ser considerada fundamental no processo educativo das universidades paraassim, transformar as praticas pedagógicas para dar resposta a um mundo que permanece emconstante mudança e que apresenta uma alta competitividade nas realidades ambientais. Poristo, esta pesquisa fornece lineamentos para compreender o que é a incorporação da dimensãoambiental no currículo como parte de dinâmica dos processos educativos, os quais precisam nãosomente de conhecer o funcionamento da natureza, o entorno, os problemas ambientais existentese as ações para a sua solução, senão também integrar fortemente os atores transformadoresque servem para executar assertivamente o exposto anteriormente, tendo em conta o respeitopela diversidade cultural, e as dinâmicas naturais, aceitando assim a inovação das experiênciascontextuais e lhe dando valor às ações realizadas pelas comunidades para fortalecer e alcançaros desafios estabelecidos que se procuram com a eco-pedagogia. Ao viver momentos complexose difíceis é preciso usar lineamentos pedagógicos mais flexíveis que ajudem a fortalecer as nossasações nos contextos da incerteza.Made available in DSpace on 2021-08-02T16:53:43Z (GMT). No. of bitstreams: 0Item created via OAI harvest from source: https://revistas.pedagogica.edu.co/index.php/TED/oai on 2021-08-02T16:53:43Z (GMT). Item's OAI Record identifier: oai:pedagogica.edu.co-REVISTAS-UPN-CO:article/6154application/pdftext/htmlspaEditorial Universidad Pedagógica Nacionalhttps://revistas.pedagogica.edu.co/index.php/TED/article/view/6154/5108https://revistas.pedagogica.edu.co/index.php/TED/article/view/6154/8648https://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial 4.0 InternationalTecné, Episteme y Didaxis: TED; Núm. 40 (2016)Tecné, Episteme y Didaxis: TED; No. 40 (2016)Tecné, Episteme y Didaxis: TED; n. 40 (2016)Eco-pedagogíaCurrículo universitarioCrisis ambientalResponsabilidad ambientalEcopedagogyUniversity curriculumEnvironmental crisisEnvironmental responsibilityAmbientalización del currículo universitario : un reto de la ecopedagogía.Artículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articlehttp://purl.org/coar/version/c_970fb48d4fbd8a8520.500.12209/15762oai:repository.pedagogica.edu.co:20.500.12209/157622024-01-19 12:58:18.742Repositorio Institucional Universidad Pedagógica Nacionalrepositorio@pedagogica.edu.co |