Elementos conceptuales y metodológicos presentes en los documentos orientados a la formulación de los Proyectos Ambientales Escolares (PRAE) en Colombia

Abstract

The School Environmental Projects were established by Decree 1743 of 1994; from the National Policy on Environmental Education (PNEA, 2002) are conceived as pedagogical strategies, at the levels of formal and non-formal education, in which is intended to integrate different areas of knowledge for the solution of environmental problems and likewise:

Explore the participation of each of the disciplines in an interdisciplinary and / or trans disciplinary work, enabling training in science, technique and technology from a social framework that serves as a reference for the identity of the individual and generates a commitment to it and with the community. (PNEA, 2002, p.54)

These projects, according to how they are planned and interpreted from a strategic framework, aim at understanding the relationship and interaction between nature - culture - society. However, Burgos (2013) mentions perceptible difficulties in a series of aspects such as the poor conception of what they are, what they are for, and / or to whom their execution corresponds within each Educational Institution (p.28); It also points out that among the main weaknesses and successes of these institutions, they are concentrated in institutional management, curriculum, inter -disciplinarity and inter-institutionalism.

In this research, a review and an analysis are made of outfitted documents to guide teachers in the PRAES design, by SINA (institutional - social) actors during the period 2000 to 2019, investigating key aspects such as the concept of environment, environmental education (EE), social representations (RSA -RSEA) and currents of environmental education, supported by the contributions of Calixto, (2008) and Terrón and González, (2009).

Likewise, methodological and other aspects were analyzed, which allow understanding how the environmental education view is structured, using for this, the initial analysis, content analysis with a qualitative-descriptive approach from the contributions of Espín, (2002) and a comparative analysis that guided the entire process.

In the conceptual component for the documentary corpus approached, aspects were found that indicate interpretations of the environment, EE, RSA, RSEA with important proximity to the systemic vision of the environment, especially for group 1 (District context) and group 3 (Decree 1743 / 1994), which are far from those of group 2 (CAR).

From a methodological point of view, it was possible to infer in the documents, how they incorporate transversality, stages that imply the development of a project, formation of interdisciplinary and inter-institutional groups that contribute from the design to the assessment process, among others. This led to the identification of deficiencies in an investigative approach or clarity in its approach from the aforementioned aspects.

Regarding to the other aspects, it was possible to perceive participation of the Social and Institutional SINA and interdisciplinary groups associated with the design in some of the guiding documents. However, these findings are visible in the first group, while in the other two their understanding was difficult, due to the operational characteristics, regulations and intentions towards which the documents are issued.

In addition to this, it is possible to generate contributions focused on the coordination and communication between the different SINA actors, as issuers of the guiding documents of the PRAE, among them are to contemplate a systemic vision of the environment, incorporate inter disciplinarity, normative frameworks and the context from the local to the global, a methodological approach with an investigative approach, training and experience of the authors in environmental education and a solid intervention of the community where allow the construction of an EE from an ethic for coexistence, respectful and responsible for the relationship with nature and people, a citizen, reflective, participatory and critical environmental culture (Terrón and Sánchez, 2019, p. 2)