Constitución del pensamiento ambiental en la Escuela Pedagógica Experimental

Abstract

This paper addresses the constitution of environmental thinking (EP), and raises the question: what pedagogical, epistemological and cultural criteria emerge in the activities of the Experimental Pedagogical School for the constitution of the EP in this educational scenario. The reflection on the civilizational and environmental crisis, the ontological features and principles that are at the base of the EP and the concern about how, from our role as research teachers, possible scenarios are made possible to contribute to the search for solutions and promote other ways of thinking, living and inhabiting guide the constitution of the theoretical-methodological referents of the research carried out. The document presents eight sections, in the first one the context of origin and justification of the work is presented, it is specified on the interaction with the physical, natural and sociocultural environment; the consequences of environmental problems; thematization and conceptualization on environmental thinking (EP) and the commitment of the teacher. In the second, the background, in the third, the conceptual referents. The fourth chapter presents and addresses the aspects related to the civilizational and environmental crisis; the cultural imperatives presented in the economic model; the relationship between North-South, South-North and South-South thinking; the ontological perspectives on the environment; the views associated with environmental thinking and the ethical-political commitment of the teacher. The fifth chapter presents the methodological procedure; the sixth chapter describes the context of the Experimental Pedagogical School (EPE), the methodology of the Open Totality Activities (ATAs), the work around classroom projects and the lines of work around the environment. The seventh chapter presents the voice of the students and teachers in the garden and farm project. The eighth chapter presents the reflections and finally, the bibliographical references. As a contribution of the research, we bet on thinking that from school we can contribute to the transformation of our actions, ways of living, inhabiting our territories and ways of relating to our environment when the epistemological, pedagogical and cultural aspects are taken into account in the experiences that are fostered in and from the school context. Reflecting on the visions, thoughts, projects and activities that have been carried out in different instances (academic, classroom, school) to talk about environmental thinking, are a bridge that enables a social transformation, enriching our thinking, world views and the way we relate to the environment, to learn to live together (community-nature, being-environment, humanity-planet) abandoning the anthropocentric view and thinking that we have established in our society (Western thinking).