La educación energética en las universidades públicas de Bogotá: una mirada a las licenciaturas en física.

Abstract

The current energy situation is a reality of contrasts. Now more than in another time energy problems are exacerbated on the one hand, it becomes more evident depletion of fossil fuels, environmental problems are compounded that generate their exploitation, transport and use, social and economic differences worsen by lack of access to sources and energy technologies, on the other hand, today there is a set of solutions related to alternative energies trying diversify the current energy model, energy formulating policies that fall sustainability and seeks to meet energy needs in a more responsible and proper that does not affect life on the planet. However, problems persist and seem to overcome the solutions here worth asking what is needed? The answer is clear, lack of education, but what kind of education? In the framework of science, technology and environmental education have been proposed and developed alternative forms of education (Aikenhead, 2005; Gadotti, 2002; Furio, Carrascosa, Gil Perez, & Vilches, 2005; Sauve L., 2011; Tula Molina, 2011; Vilches & Gil, 2003), issues and problems to be addressed in such processes of education (Ballenilla, et al, 2006; Garcia Conesa, 2000; Edwards, Gil, Vilches, & Praia, 2004; Lopéz Alcatud, 2007) and the meaning of education (Acevedo Diaz, 2004), all successful while promoting education of citizens to that address problems real suffering humanity today, which undoubtedly serve as a reference for advance educational processes elsewhere, however, are non-transferable in their twenty-one all because they fail to recognize fundamental contextual issues also in mostly they serve as broad and general environmental issues, but by its very breadth diluted in various speeches and sporadic actions that do not reach that citizens understand and transform reality they study. Faced with the above, it is considered necessary and appropriate focus on specific problems such as energy, where educational processes citizens become fundamental, because the solutions in terms of developments scientific, technological and / or energy policies while necessary and important not they are sufficient, since what is required is the formation of citizens around conceptual, procedural, and attitudinal axiológicos in relation to energy, by the implications in their lives and their communities and the conceptual importance in the construction of scientific knowledge especially physical, since the concept of energy is considered a concept articulator, and now is proposed as a transversal concept of the natural sciences and social, for understanding and transforming the energy reality.