Maestría en Educación y Gestión Ambiental
URI permanente para esta colecciónhttp://hdl.handle.net/11349/32759
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Ítem La formación a docentes de los Proyectos Ambientales Escolares (PRAE), en el periodo 2018-2022. Aportes de la mesa local de educación ambiental de Usme (Bogotá)(Universidad Distrital Francisco José de Caldas) Patiño Amado, Luz Mery; Castillo Ordoñez, Elsy YanethFrom environmental policies, different strategies have been proposed and one of these is the creation of the Local Environmental Education Boards, proposed by the Environmental Advisory Council in District Decree 081 of 2014, defined as spaces for participation of different actors among which are the teachers-facilitators of the School Environmental Projects PRAE, therefore, it is important to analyze the contributions that the Board makes to teachers in terms of training in environmental education EA, hence the question arises, what conceptual contributions of environment and environmental education are recognized in the pedagogical strategies implemented by the Local Environmental Education Board of Usme in the training of teachers-facilitators of the School Environmental Projects PRAE of 10 District Educational Institutions in the period 2018-2022? or the research work, the theoretical references of Environmental Education and Management in Environmental Education are taken into account, works on teacher training in EA are highlighted, some pedagogical strategies are presented and finally, research related to the working groups is recognized. The objectives of the research aim to describe the pedagogical strategies derived from the Roundtable in the training of teachers who promote the PRAE in order to identify their objectives and establish a typology. Also, to recognize the conceptual approaches based on the different currents of Environment and Environmental Education by teachers and finally to suggest recommendations that contribute to strengthening the inter-institutional work between the Roundtable and the IED. The methodology is qualitative with an interpretive approach supported by the content analysis technique and the ATLAS.ti technological tool. Field notes, documentary collection and analysis, as well as ethnographic semi-structured interviews were used. According to the results and the discussion, it is concluded that the Usme Local Environmental Education Roundtable is a space for participation, mainly for teachers who promote the PRAE, which through pedagogical strategies supports and strengthens these IED projects, promoting the solution of problems in the territory. The strategies projected to the community, development and application of a case study workshop project and active participation in environmental research are the main strategies that are recognized within the Roundtable. These strategies have allowed to strengthen the exchange of knowledge and experiences, the recognition of the territory and to carry out interdisciplinary exercises, which indirectly lead to training processes. The concept of environment is recognized by the teachers from an anthropocentric and systemic current, while the EA is perceived between the naturalist and conservationist currents. It is very important to mention that during the investigation a third concept appears, territorial appropriation, this as the central axis of the EA created around the Roundtable. Recommendations include establishing more formal training spaces, recognition of teachers who participate in the Roundtable, and a greater presence of district entities that contribute to training in EA. Finally, a better organization by the Roundtable is recommended in terms of communication, systematization of information, and monitoring and evaluation processes.Ítem Propuesta de evaluación cualitativa para los Proyectos Ambientales Escolares (PRAE) en los colegios públicos de la localidad cuarta San Cristóbal de Bogotá, D.C.González Forero, Edgar Eliécer; Quitián Bernal, Sandra PatriciaResearch Work Report whose purpose is focused on the evaluation of School Environmental Projects (PRAE) in District Education Institutions of the town of San Cristóbal in Bogotá, D.C., where a qualitative evaluation under a socio-critical approach is proposed. The need for a reflective and critical environmental education that fosters attitudes of environmental assessment is highlighted. Qualitative evaluation is presented as a tool to improve environmental education processes; it seeks to transform individual and collective thinking and behavior. The general objective is to design a proposal for a qualitative evaluation of the PRAE under a socio-critical approach to strengthen critical training in environmental education. The methodology is based on the qualitative socio-critical evaluation paradigm and the methodological design of the Grounded Theory. Interviews and analysis of PRAE documents were implemented, the ATLAS.ti. 23 program was used for the analysis of the information. The evaluation proposal highlights student empowerment, community participation and connection with external entities, in which the socio-critical approach in environmental education and socio-critical evaluation are integrated to generate substantial changes in environmental education training.Ítem Diseño de una estrategia de formación en educación ambiental mediada por el blog educativo en el Colegio Simón Bolívar IEDGómez Anzola, Adriana Stella; Quitián Bernal, Sandra PatriciaThe present research work was directed towards the design of a training strategy in environmental education that seeks to promote changes and transformations in the educational community of the Simón Bolívar IED School, in the city of Bogotá D.C, allowing it to actively participate and consider the learning these topics as something interesting, as well as seeking to occur in a motivating environment and in this way training processes in environmental education are favored. This research initiative was developed under the qualitative action research model and under the process described in the following stages: Diagnosis, planning, action and feedback. As a product of this process, a teaching method was designed in environmental education processes, using an educational blog as a pedagogical complement as a tool. The strategy included the VIVE Blog: “LIFE AND GREEN” linked as a pedagogical mediator, in which the perceptions of the subjects that make up the educational community are taken into account, as well as the identified deficiencies of the training processes in this topic, all of this with the intention of promoting the development of elements of social transformation through the analysis of socio-environmental poems.Ítem El sentido del lugar urbano en la investigación en educación ambiental en Bogotá D.C., ColombiaSolorza-Bejarano, Jairo Hernán; Zamudio Rodríguez, Carmen; Zamudio Rodríguez, Carmen [0000-0003-4575-3359]The urban context is configured by a mosaic of places, the result of social construction and multiple territorialities. The relationships that people establish with places are determined by attributes of dependence, attachment and identity, which together are expressed through the sense of place. Environmental education, as a social field, approaches environmental understanding from conative, affective and cognitive aspects. The conceptual bridge between sense of place and environmental education offers, from an integral and complex approach, a way to understand and act on the socio-environmental problems of the city. Sense of place is represented by dependence, attachment and identity to place. In this qualitative approach study, we sought to interpret the sense of place and its relationship with environmental education, in research processes developed in non-school contexts and in the urban environment of Bogotá D.C., through the technique of content analysis of post-graduate theses. The socio-environmental context represents a city with a territorial structure that integrates ecological elements, around which environmental education research is developed with multi-scale spatial references. The participating population finds itself in territorial contexts in which tensions, interests and conflicts arise, in the midst of community and institutional participatory initiatives for the management of environmental processes and projects. Dependence on the place is expressed through the activities, practices or actions, contacts and interactions, stays and desires for permanence of the social actors. Attachment to place is expressed through the perceptions generated by people's needs, emotions, stimuli and motivations, as well as by the links derived from feelings and values. Identity for place is expressed through participation, cultural expressions and socio-spatial representations constructed individually and collectively. Finally, from environmental education emerge expressions that are directly related to dependence, attachment and identity to place, in a close synergetic relationship for the understanding of the socio-environmental context, from an integral and complex vision.