Integrative Environmental Model for Teaching Environmental Education with an Intercultural approach emphasis on Climate Change

Abstract

Abstract: The emergence of the environmental crisis that led to environmental education, surpassed linear knowledge models and watertight compartments, to favor critical, holistic, dialogic, integral and participatory educational processes with a complex, systemic and intercultural approach. These processes represent great challenges, coupled with the fact that specific teacher training has not been provided. Trying to respond to this need, the proposal “Integrative environmental model in environmental educational intervention with an intercultural approach from the community and the territory, emphasis on climate change” arises, aimed at in-service teachers. The model is based on research on social representations of environmental education and climate change, carried out with primary education teachers serving an Urban-Rural community. It was a qualitative study, the information was obtained through semi-structured interviews and content analysis. The results showed social representations that separate nature from society, others identify society-nature interactions and recognize human beings as part of the problem, without differentiating the diversity of degrees of responsibility in this, others express misinformation. In general, it is identified that teachers have ideas about climate change, but are unaware of its structural causes. They stated that they lack information and learn how to build projects. This nourished the idea of the Model, whose configuration seeks to promote integral processes of linked critical and participatory learning. with the life contexts of the participants and their knowledge in dialogue with contributions from climate sciences and curricular contents.

Keywords: Research action. Teacher training. Socio-educational processes.