Pedagogía de la tierra como elemento dinamizador de la conciencia ambiental

Abstract

The pedagogy of the earth as a dynamic element of the ecological conscience

The students of the Middle School of the IED Campestre Monteverde carry out unconscious environmental practices, evidenced in their individual and collective attitudes and aptitudes, which led to establish relationships between education and environmental dynamics, leading to propose the pedagogy of the earth as a dynamic element of the ecological awareness from four categories of work: the environmental, the criteria of living beings, pedagogical methods and the concept of competencies. From these spaces, the environmental is understood as an emergency of the relationships established between the physical, the biological and the human (Moncayo, 2017); by criteria of living beings, the structure, the organization and the process that allow an open system to fulfill the purpose of conserving and increasing life (Garciandía, 2011); by pedagogical methods, in the heterostructive, auto-structuring and inter-structuring processes that determine whether education is concentrated in the object, in the subject or in the subject-object interaction (De Zubiria, 2006); and by competences, the creative, logical and operational potentials that make it possible for a human being to feel, think and act in context (De Gregori, 2013) (Tobón, 2006) (Unigarro-Gutierrez, 2017).