Enfoques discursivos del concepto de Educación en la Normatividad distrital sobre Cambio Climático.

Abstract

Through analysis of the District Regulations on Climate Change issued between 2009 and 2014, using some elements and principles of discourse analysis, Pardo (2013), with an exploratory and descriptive intention is to identify how the Education concept addressed, in form (textual analysis) and substance (conceptualization and interpretation), finding that in this, it is expressly the "rationalist scientific" discourse of the Intergovernmental Panel on Climate Change (IPCC) and although strategies raised, the educational component appears, is not given the holistic and comprehensive dimension requires the complexity of the issue, it addressed in passing the education concept and process is done as awareness, communication and socialization of the impacts and effects of Climate Change, but not participation for decision making and cultural transformation. According to current or types of environmental education Sauvé (2004) typifies the approach of education concept corresponds to the current scientific and decisive, giving special emphasis to the "adaptation to climate change" through risk management.