La formación a docentes de los Proyectos Ambientales Escolares (PRAE), en el periodo 2018-2022. Aportes de la mesa local de educación ambiental de Usme (Bogotá)

Abstract

From environmental policies, different strategies have been proposed and one of these is the creation of the Local Environmental Education Boards, proposed by the Environmental Advisory Council in District Decree 081 of 2014, defined as spaces for participation of different actors among which are the teachers-facilitators of the School Environmental Projects PRAE, therefore, it is important to analyze the contributions that the Board makes to teachers in terms of training in environmental education EA, hence the question arises, what conceptual contributions of environment and environmental education are recognized in the pedagogical strategies implemented by the Local Environmental Education Board of Usme in the training of teachers-facilitators of the School Environmental Projects PRAE of 10 District Educational Institutions in the period 2018-2022? or the research work, the theoretical references of Environmental Education and Management in Environmental Education are taken into account, works on teacher training in EA are highlighted, some pedagogical strategies are presented and finally, research related to the working groups is recognized. The objectives of the research aim to describe the pedagogical strategies derived from the Roundtable in the training of teachers who promote the PRAE in order to identify their objectives and establish a typology. Also, to recognize the conceptual approaches based on the different currents of Environment and Environmental Education by teachers and finally to suggest recommendations that contribute to strengthening the inter-institutional work between the Roundtable and the IED. The methodology is qualitative with an interpretive approach supported by the content analysis technique and the ATLAS.ti technological tool. Field notes, documentary collection and analysis, as well as ethnographic semi-structured interviews were used. According to the results and the discussion, it is concluded that the Usme Local Environmental Education Roundtable is a space for participation, mainly for teachers who promote the PRAE, which through pedagogical strategies supports and strengthens these IED projects, promoting the solution of problems in the territory. The strategies projected to the community, development and application of a case study workshop project and active participation in environmental research are the main strategies that are recognized within the Roundtable. These strategies have allowed to strengthen the exchange of knowledge and experiences, the recognition of the territory and to carry out interdisciplinary exercises, which indirectly lead to training processes. The concept of environment is recognized by the teachers from an anthropocentric and systemic current, while the EA is perceived between the naturalist and conservationist currents. It is very important to mention that during the investigation a third concept appears, territorial appropriation, this as the central axis of the EA created around the Roundtable. Recommendations include establishing more formal training spaces, recognition of teachers who participate in the Roundtable, and a greater presence of district entities that contribute to training in EA. Finally, a better organization by the Roundtable is recommended in terms of communication, systematization of information, and monitoring and evaluation processes.