Estrategias pedagógicas para la sensibilización del Páramo Rabanal por medio de la avifauna, con estudiantes de dos escuelas rurales en Samacá-Boyacá

Abstract

Research in environmental education in recent years has taken vital importance, since it allows the individual to understand the relationships he presents with his environment and at the same time provides learning that contributes to reflective and critical knowledge of his reality, therefore, the project proposed educational strategies with the intention of promoting and providing information about the ecosystem of paramo and birds, to promote significant learning in the students. From there, the objective was to propose pedagogical strategies that would strengthen the care and preservation of the Páramo de Rabanal, associating the present avifauna of the paramuno ecosystem; for this, students from two rural schools belonging to the La Libertad Technical Educational Institution of the municipality of Samacá, Boyacá, were counted. The Peñas de Águila and Páramo Centro schools were the place to implement the "preserving ours" booklet, which was aimed at fourth and fifth grade students; These strategies sought to develop skills such as observation, inquiry and argumentation, as well as social and cultural ones that strengthen the commitment to care and preservation of the paramuno ecosystem and sustainable practices. The work was framed in a qualitative research, where it was under the methodology Research - Action (AI), followed by a socio - critical paradigm, which allowed the design and development of the pedagogical strategies. In this way, the previous ideas of the students regarding the ecosystem, the birds and their territory were known and analyzed; which allowed to categorize the context and its knowledge that would help the implementation of the subsequent activities. Likewise, the learning changes in the two campuses were analyzed with respect to the concept of paramo, the morphology and behavior of birds, and the importance of both, through the recognition of conceptual, procedural and attitudinal type learning.