Desarrollo de habilidades perceptivas desde las experiencias ecopedagógicas en los niños de segundo ciclo

Abstract

During the last decades, with the economic and industrial development, the population growth, the degradation of nature, the environmental pollution and the scarce environmental education in the schools, besides the fragile protection of the natural resources, the interest in a new branch of knowledge have increased, which have reoriented the pedagogical attention and the institutional need, to include in the school curriculum, the care and protection of the environment, mainly in the formation and consolidation of a structured culture in the new generations of learners . Environmental perceptual experiences, both visual and olfactory, provide sensory stimuli and awareness of inquiry concerning the environment; without the need for a laboratory or a lot of money to investigate nature. The intramural and extramural exploration of the institution became an essential tool of observation and an opportunity to deepen knowledge about the immediate environment. The pleasant and unpleasant smells, the contact with plants and trees offered to the sense organs stimuli of admiration and desire to improve the environment; understand the importance of the contributions that other cultures left on friendly habits, management, maintenance and use of resources, becoming an experience full of stimuli, which transformed the perception of children, which manifested itself in the interest to maintain and care its environment, inside and outside their institution, through the planting of plants, trees and complementing it with the adoption of a green area as experimental land. The implementation of the activities awoke reflective and critical thinking. The eco-pedagogical workshops took the children, the reflection, and practice, on the state of their natural environment, inside and outside the school to create interoceptive awareness, allowing them to process, interpret and encode the sensory data, to know and perceive its close environment (school, classroom, neighborhood). The changes in habits and attitudes were expressed in the daily surveillance, the maintenance of the plants and the care of the spaces worked by them; It also stimulated the initiative to bring to school, the necessary instruments for work and the conservation of a clean and pleasant environment, to adopt a small space within the institution, to interact with nature. When children take care of and adapt themselves to the environment where they live, within a system of daily life, they will have the capacity to generate tools that facilitate the solution of environmental problems, using for that the perceptions, which will lead them to an awareness that Allow making significant changes in your immediate environment. The work also facilitated the development of the curricular program since it integrated the arts, language, social sciences, natural sciences, and values. The observations generated questions that in turn led to stimulate reflections and actions; the reflection led them to propose environmental practices and to establish the environmental culture of the environment.