Implicaciones Sociales de la “Educación Ambiental para el Desarrollo Sostenible”: Un análisis de los alcances y contradicciones en el Colegio Técnico Profesional de Corralillo, en el cantón de Nicoya, provincia Guanacaste, Período 2017
Fecha
2019
Autores
Cárdenas Gutiérrez, Randall Gerardo
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Editor
Universidad Nacional, Costa Rica
Resumen
Los resultados de la presente investigación, exponen las implicaciones sociales de lo que se
ha denominado “Educación ambiental para el desarrollo sostenible” en el sistema educativo
costarricense, a nivel de secundaria, mediante el estudio de caso realizado en el Colegio
Técnico Profesional de Corralillo, perteneciente al cantón de Nicoya, en la provincia de
Guanacaste, durante el período 2017.
Se buscó reflexionar y discutir los alcances y contradicciones de la propuesta educativa del
Ministerio de Educación Pública (MEP) sobre la educación ambiental, desde la perspectiva
teórica de la sociología de la educación, con insumos de la pedagogía crítica y la ecología
política, en contextos rurales que presentan problemáticas socio-ambientales, por ejemplo,
en el contexto del Colegio Técnico Profesional de Corralillo.
Este espacio social, muestra retos en el abordaje de dicha dimensión, aunado a las
condiciones de vulnerabilidad socio-ambiental y de riesgo, que se evidencia en su territorio
ante los efectos del cambio climático, tales como la sequía y otros problemas socio ambientales, vinculados con el manejo de residuos sólidos, quemas, ganadería extensiva y
caza, que datan de gran historia en la provincia.
Ante esto, el desarrollo del trabajo tuvo lugar durante dos años en la zona de Guanacaste,
donde se contó con el apoyo de instituciones como el Sistema Nacional de Áreas de
Conservación (SINAC), mediante la oficina de programas y proyectos del Área de
Conservación Tempisque (ACT), y el programa Fortalecimiento de Capacidades
Estudiantiles (FOCAES), de la Vicerrectoría de Extensión de la Universidad Nacional, los
cuales aportaron recursos, personal, información sobre educación ambiental e instalaciones
para el diseño de trabajos de campo e investigación.
Por otra parte, para lograr un proceso apropiado, acorde con los objetivos de investigación,
se siguió una metodología cualitativa, que consideró la técnica de la observación participante,
en una primera etapa, permitiendo recopilar información empírica para desarrollar el análisis
crítico del discurso, utilizado también como técnica de investigación.
De esta forma, se presenta el contraste entre el discurso y la práctica de la educación
ambiental, como su impacto en la sociedad, en el contexto más inmediato.
Los resultados del estudio se encuentran organizados por objetivos, los cuales responden a
las perspectivas socioeducativas acerca de currículum y didáctica de la educación ambiental
para el desarrollo sostenible. También, las condiciones de vulnerabilidad socioambiental en
zonas rurales y el papel del Colegio Técnico Profesional de Corralillo, experiencias de la
educación ambiental en colegio, en el cuál, se hace mención sobre el rol del docente de
estudios sociales y ciencias en la enseñanza de tercer nivel, y por último, los discursos de la
educación ambiental para el desarrollo sostenible y sus implicaciones sociales en el Colegio
Técnico Profesional de Corralillo.
Además, se presentan las recomendaciones del estudio, dirigidas al Ministerio de Educación
Pública, al Colegio Técnico Profesional de Corralillo y a la Escuela de Sociología.
Por lo tanto, se espera que este estudio sea un aporte para estudiantes e investigadores de
diversas disciplinas, interesados en conocer los discursos y retos del sistema educativo
público en materia de educación ambiental, ante el vacío que ha tenido dicho tema en la
sociedad costarricense, a nivel institucional, y de proyectos, sobre todo, si se observa en la
vida cotidiana, como por ejemplo, en aquellas comunidades donde se expresa problemáticas
socio-ambientales de contaminación, que se ven asociadas con la conducta sociocultural
Approaching the environmental crisis1 suffered by the planet through the impact of the economic production model, as well as by the practices and attitudes sociocultural entails, in the words of Morejón: Take a look from the functioning of nature, its laws cyclical and periodic, to social relations mediated by paradigms, organization and modes of production, without losing sight of the production and reproduction of social life in constant exchange and interaction with nature (Morejón, p.21, 2014). Locating these elements also means seeing the origins and processes of the crisis environment that is experienced in our time, and that derives from a structural crisis originated in the political economy based on the industrial model and organized by neoliberal-capitalism (May, p.31, 2004). Therefore, this research was analyzed from the point of view of the interaction and social relationship with the environment, through socio-educational processes in education secondary, because the educational system plays a very important role, since it is a institution that watches over preparing the future of society (Robles, 2017). Given the above, the main objective of this research is to analyze the social implications of "environmental education for sustainable development", which promoted by the Ministry of Public Education (MEP), at the secondary level, through the teaching practices of third-cycle Science and Social Studies teachers of the Professional Technical College of Corralillo, located in the canton of Nicoya, province of Guanacaste, since they are the only teachers in charge of seeing said thematic content in the respective school. It should be made clear that environmental education is understood as a transversal within the curriculum of the educational system, and that, therefore, its approach will depend on the content and topics covered in the different subjects, as well as the willingness of teachers to develop it. This is important to point out, so as not to try to fall into a generalization, that only science teachers and Social Studies are those that have the faculties to see said cross-cutting theme, despite that in their study programs they present more affinity and relationship with the subject. In accordance with the above, our research was a case study and its The purpose is not to generalize the socio-environmental and educational problems in the centers educational, but to show the scope, through the social implications that generates environmental education in rural contexts, through education secondary school, which may be presenting difficulties in approaching education environmental, coupled with socio-environmental and cultural problems present in the communities. From what has been said, environmental education has been a field that has gone through various changes during its history, and from its beginnings in Costa Rica to the present, where also, part of its changes have been the reorientation of a study area to a theme of environmental sustainability within the proposal of education for Development Sustainable. The political-ideological and institutional reference of the discourse "development sustainable”, is part of the educational approach, in which students are taught knowledge oriented towards environmental, economic, political and social sustainability, which from a critical perspective of the subject, it is far from the knowledge of the main causes that have generated a serious impact on the environment, both global and local, as well as also, of the most appropriate actions to intervene, according to authors such as Escobar, Martínez, Sauvé, Novo, among others, who within their studies carry out a criticism towards the model of economic development and the instrumentalization of education environmental. Consequently, investigating these implications requires knowing the intentions of the curricular environmentalization and the educational training of the teachers in charge of teach this dimension, as well as the learning that occurs in the students of secondary, from the MEP programs, given that the educational system becomes a structure of social reproduction, which forms citizens with knowledge and specific practices, from political and institutional mandates, in accordance with the norms international.
Approaching the environmental crisis1 suffered by the planet through the impact of the economic production model, as well as by the practices and attitudes sociocultural entails, in the words of Morejón: Take a look from the functioning of nature, its laws cyclical and periodic, to social relations mediated by paradigms, organization and modes of production, without losing sight of the production and reproduction of social life in constant exchange and interaction with nature (Morejón, p.21, 2014). Locating these elements also means seeing the origins and processes of the crisis environment that is experienced in our time, and that derives from a structural crisis originated in the political economy based on the industrial model and organized by neoliberal-capitalism (May, p.31, 2004). Therefore, this research was analyzed from the point of view of the interaction and social relationship with the environment, through socio-educational processes in education secondary, because the educational system plays a very important role, since it is a institution that watches over preparing the future of society (Robles, 2017). Given the above, the main objective of this research is to analyze the social implications of "environmental education for sustainable development", which promoted by the Ministry of Public Education (MEP), at the secondary level, through the teaching practices of third-cycle Science and Social Studies teachers of the Professional Technical College of Corralillo, located in the canton of Nicoya, province of Guanacaste, since they are the only teachers in charge of seeing said thematic content in the respective school. It should be made clear that environmental education is understood as a transversal within the curriculum of the educational system, and that, therefore, its approach will depend on the content and topics covered in the different subjects, as well as the willingness of teachers to develop it. This is important to point out, so as not to try to fall into a generalization, that only science teachers and Social Studies are those that have the faculties to see said cross-cutting theme, despite that in their study programs they present more affinity and relationship with the subject. In accordance with the above, our research was a case study and its The purpose is not to generalize the socio-environmental and educational problems in the centers educational, but to show the scope, through the social implications that generates environmental education in rural contexts, through education secondary school, which may be presenting difficulties in approaching education environmental, coupled with socio-environmental and cultural problems present in the communities. From what has been said, environmental education has been a field that has gone through various changes during its history, and from its beginnings in Costa Rica to the present, where also, part of its changes have been the reorientation of a study area to a theme of environmental sustainability within the proposal of education for Development Sustainable. The political-ideological and institutional reference of the discourse "development sustainable”, is part of the educational approach, in which students are taught knowledge oriented towards environmental, economic, political and social sustainability, which from a critical perspective of the subject, it is far from the knowledge of the main causes that have generated a serious impact on the environment, both global and local, as well as also, of the most appropriate actions to intervene, according to authors such as Escobar, Martínez, Sauvé, Novo, among others, who within their studies carry out a criticism towards the model of economic development and the instrumentalization of education environmental. Consequently, investigating these implications requires knowing the intentions of the curricular environmentalization and the educational training of the teachers in charge of teach this dimension, as well as the learning that occurs in the students of secondary, from the MEP programs, given that the educational system becomes a structure of social reproduction, which forms citizens with knowledge and specific practices, from political and institutional mandates, in accordance with the norms international.
Descripción
Palabras clave
GUANACASTE (COSTA RICA), ENSEÑAZA SECUNDARIA, SECONDARY EDUCATION, ASPECTOS SOCIALES, SOCIAL ASPECTS, MEDIO AMBIENTE, ENVIRONMENT, DESARROLLO SOSTENIBLE, SUSTAINABLE DEVELOPMENT