Socio-Environmental Pedagogy: conceptual structure

Abstract

The environmental crisis demands a critical posture of the human being and a conscious action on the basis of his values, beliefs and interests. From the perspective of Environmental Education for Sustainability, the development of training and awareness programs has involved aspects of the environmental problem, focusing attention on its effects. The researcher's pedagogical experience in the area for more than 20 years and the development of doctoral research allowed to show that there are a series of neural processes such as development models, patterns of production and consumption, and the context of the bioregion, as pedagogical opportunities to design an educational intervention proposal that allows to tear the certainties of the environmental problem and embrace the uncertainties of the attitudinal changes that the current environmental crisis demands, where the human being has a double role, being an actor and receiver of actions, both individually and collectively. The methodological process allowed to reveal the conceptual categories that constitute the proposal. In this essay the conceptual structure is presented: the contextualization of the developed process; the description of the preliminary, conceptual lines; and operations that make up the components of the socio-environmental pedagogy proposal.