Herramientas pedagógicas para la concepción de una visión sistémica del ambiente

Abstract

In the frame of the National Policy of Environmental Education (PNEA) of 2002, the colombian government drew up an educational proposal which compromises the understanding of the environment as a complex system of interrelations between the natural, social and cultural areas. For the execution of the project the design of the working process was assigned to public and private entities, such as environmental and educational authorities, which, through pedagogical process could promote the policy’s principle, offering the required tools for the construction of environmental knowledge among the population. In this context, this project analyzes the pedagogical tools that have been generated by the executing authorities in education and environment within the department of Cundinamarca, and asses its effectivity in agreement of the PNEA. Regarding the methodology, they were revised primary and secondary sources for concluding what was understood by pedagogical tool, subsequently, they were proposed a series of criteria for determining its impact on the comprehension of the environment as a system. This methodological path brought up the conclusion that these tools were framed and deepened in specific fields of knowledge, for which, they did not contribute fully and broadly to what has been proposed. Moreover, its scope is likely didactic. Thus the re-signification of knowledge, essence of education, unwraps as long as the educator eases the process.