Contribución al desarrollo de las capacidades analíticas y de resolución de problemas en estudiantes de la sección primaria y media bachillerato del colegio Liceo Moderno Campestre (LIMCA), mediante el reconocimiento y la reflexión sobre los descartes socio ambientales territoriales próximos

Abstract

This research focuses on a pedagogical mediation proposal developed at the Liceo Moderno Campestre (LIMCA) in Bogotá. The main objective was to foster a critical understanding of socio-environmental issues in students' immediate territories, promoting analytical, reflective, and problem-solving skills. To achieve this, concepts such as territory, deterritorialization, and environmental rationality were utilized within a critical and liberating pedagogical framework, inspired by the ideas of Paulo Freire, Estela Quintar, and others. The results indicated that using the territory as the articulating axis of the curriculum effectively connected educational content with the students' realities. This approach encouraged active participation and helped students recognize themselves as agents of change, contributing to the development of critical and reflective environmental thinking. Additionally, it strengthened their citizenship education and enhanced their ability to address socio-environmental issues from a territorial and contextual perspective.