Vertientes de la complejidad en investigaciones posgraduales de educación ambiental en maestrías en educación de la Universidad Distrital Francisco José De Caldas y la Pontificia Universidad Javeriana de Bogotá-Colombia (2010-2024)

Abstract

This research aimed to analyze the strands of complexity proposed by Luengo (2016, 2018) present in a set of master’s theses in Environmental Education from UD and PUJ, in order to identify the trends, limitations, and possibilities guiding their academic production. The study was conducted under a qualitative, documentary approach, using MAXQDA software version 2020 for the categorization and analysis of codes and subcodes, which made it possible to recognize patterns and tensions in the approaches adopted.The results show a predominance of complex thinking and the ecological paradigm as central references, although in many cases their adoption appears partial or tentative. Some studies incorporate elements of the holistic approach in articulation with complexity, but at times without developing a consistent epistemological dialogue or translating it into transformative practices. Nevertheless, epistemological advances are evident in works that manage to more solidly integrate the different strands, overcoming fragmented and instrumentalist views.In conclusion, the research reveals that, despite the limitations, there is an ongoing process of opening toward environmental complexity in higher education, which creates opportunities to rethink conceptual and curricular frameworks that strengthen the training of educators capable of facing contemporary socio-environmental challenges.