educacion ambiental

0

DOCTORADO EN CIENCIAS DE LA EDUCACIÓN - UNCP “educación para el desarrollo sostenible”

MBIENTAL EDUCACIÓN  A MBIENTAL

2010

JESUS EDUARDO POMACHAGUA PAUCAR DOCTOR EN MEDIO AMBIENTE Y DESARROLLO SOSTENIBLE

Jesús Pomachagua Paucar

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1

DOCTORADO EN CIENCIAS DE LA EDUCACIÓN - UNCP “educación para el desarrollo sostenible”

PARTE I LA EDUCACION AMBIENTAL

1.

LA EDUCACIÓN

La educación es un Derecho Humano fundamental reconocido en la “Declaración Universal de Derechos Humanos ” y en la “Convención sobre los Derechos del Niño ” y además es el catalizador más poderoso para el desarrollo humano. Actualmente 125 millones de niños y niñas en el mundo no acuden a un Centro Educativo (la mayoría en África), otros 150 millones lo abandonan antes de completar 4 años de educación y sin haber adquirido habilidades básicas, y 872 millones de personas son incapaces de leer o escribir. Además de estas cifras también se ha de tener en cuenta los millones de niños y niñas que asisten al colegio en condiciones que hacen que la educación sea de baja calidad tal como infraestructuras deficientes, exceso de alumnos i/o mezcla de diferentes niveles en un mismo aula, insuficiencia de profesorado y formación insuficiente, falta de recursos, programas poco adaptados a las necesidades reales, discriminación en el acceso según el género o nivel económico, etc. Estamos de acuerdo en una educación que potencie las capacidades personales y sociales para hacer frente a las rápidas transformaciones de la tecnología, de la producción y de la cultura para el desarrollo de un país. Esta propuesta supone la necesidad de un cambio de mentalidad progresiva en todos los ámbitos sociales, en el individual y en el económico, un cambio que fundamentalmente supone entender la educación, formal y no formal, como parte intrínseca del desarrollo. Un cambio en el que la educación tiene una función constructora. constructora. Y es por ello que se plantea la necesidad de una Educación para el “desarrollo humano ” (aunque parezca paradójico), paradójico), y sostenible en sus planteamientos.

2.

LA EDUCACIÓN PARA EL DESARROLLO

El cambio hacia un modelo de desarrollo humano, ecológico y sostenible supone un cambio de mentalidad y una concienciación social de la necesidad de estos cambios. Es por ello que se ha de intervenir desde la educación formal y no formal a través de una Educación para el Desarrollo. La Educación para el Desarrollo debería plantear las cuestiones éticas que se relacionan con el funcionamiento de la sociedad y por lo tanto debe relacionarse con las problemáticas implicadas como la vida, la paz, la democracia, la multiculturalidad, el consumo, la salud, y el medio ambiente.

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2

DOCTORADO EN CIENCIAS DE LA EDUCACIÓN - UNCP “educación para el desarrollo sostenible”

crear conciencia social de la necesidad del cambio, desde la escuela en la educación básica, y de forma permanente desde todas las instancias y organizaciones. La Educación para el Desarrollo, tiene algunos de los objetivos generales: a. Facilitar la comprensión de las relaciones que existen entre nuestras vidas y

experiencias experiencias y las de las personas de otras partes del mundo.

b. Incrementar el conocimiento sobre las fuerzas económicas, sociales y políticas que

explican y provocan la existencia de la pobreza, de la desigualdad y la opresión y que condicionan nuestras vidas como individuos pertenecientes a cualquier cultura del planeta.

c. Desarrollar las capacidades básicas para poder participar en la construcción de la

sociedad.

d. Desarrollar valores, actitudes, habilidades (en destrezas y motoras), capacidades

(motoras, cognoscitivas) que acrecienten la autoestima y las capaciten para ser responsables responsables de sus actos.

e. Fomentar la participación en propuestas de cambios para lograr un mundo más justo y

más equitativo.

f. Dotar a las personas y a los colectivos de recursos e instrumentos que les permitan

incidir y transformar el contexto en que viven.

g. Favorecer un Desarrollo Humano y sostenible a nivel individual, comunitario e

internacional.

En definitiva, cuando proponemos una educación para el desarrollo desde los diferentes estamentos y ámbitos de intervención intervención creemos, que estamos construyendo las bases para un desarrollo desarrollo más humano, respetuoso con el medio ambiente y sostenible en el fut uro.

3.

LA EDUCACIÓN AMBIENTAL

El grave problema ambiental que padece la especie humana ha derivado en una verdadera crisis planetaria, la cual se ha visto enmarcada por intensos debates a nivel internacional, a este respecto los esfuerzos en lo individual y lo colectivo no han propiciado un verdadero cambio en las formas y estilos de pensar, sentir y manejar dicha situación problemática. La génesis del problema se sitúa en las vertientes del proceso educativo, la falta de propuestas educativas coherentes con esta realidad la que no han permitido llevar a las sociedades actuales a la adecuada alfabetización científica y tecnológica que se precisa, y mucho menos al logro del sustrato cognitivo, afectivo e ideológico que exige un cambio de paradigma que apunte a la sostenibilidad. Es difícil determinar con exactitud cuando el término Educación Ambiental se usó por primera vez. Una posibilidad es la Conferencia Nacional sobre Educación Ambiental realizada en 1968 en New Jersey - EEUU, en esa época se usaban varios términos,

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3

DOCTORADO EN CIENCIAS DE LA EDUCACIÓN - UNCP “educación para el desarrollo sostenible”

La Educación Ambiental no es un campo de estudio, como la biología, química, ecología o física. Es un proceso, es un concepto que se le hace difícil comprender. Mucha gente habla o escribe sobre enseñar Educación Ambiental, esto no es posible, uno puede enseñar conceptos de Educación Ambiental, pero no Educación Ambiental. Ambiental. De hecho, la Educación Ambiental está evolucionando hacia la educación para la sostenibilidad, que tiene un "gran potencial para aumentar la toma de conciencia en los ciudadanos ciudadanos y la capacidad se comprometan comprometan con decisiones que afectan afectan sus vidas." Por lo tanto, la Educación Ambiental es un proceso que incluye un esfuerzo planificado de todos para comunicar información y/o suministrar instrucción basado en los más recientes y válidos datos científicos para apoyar el desarrollo de actitudes, opiniones y creencias que apoyen a su vez la adopción sostenida de conductas que guían tanto a los individuos como a grupos para que vivan sus vidas con calidad, favorecer a sus cultivos orgánicos y sostenibles, fabriquen sus productos que no modifican el medio ambiente, compren sus bienes materiales, materiales, desarrollen tecnología limpia, etc, de manera que minimicen lo más que sea posible la degradación del paisaje original o las características geológicas de una región, la contaminación del aire, agua o suelo, y las amenazas a la supervivencia de otras especies de plantas y animales.

4.

PRINCIPIOS DE LA EDUCACION AMBIENTAL

Para lograr esta tarea, los programas de educación ambiental se fundamentan en ocho principios principios básicos de orientación: 1º.

Tener en cuenta el medio natural y artificial artificia l en su totalidad: ecológico, político, político, económico, tecnológico, tecnológico, social, legislativo, legislativo, cultural y estético.

2º.

Desarrollar Desarrollar un proceso continuo y permanente permanente en en el Centro Educativo Educativo y fuera de ella.

3º.

Tener un enfoque interdisciplinario interdisciplinario y multidisciplinario. multidisciplinario.

4º.

Hacer hincapié hincapié en una participación participación activa en la prevención prevención y resolución de los problemas ambientales.

5º.

Estudiar las principales cuestiones ambientales desde un un punto de vista mundial, mundial, si bien atendiendo a las diferencias de las regiones de una manera m anera sistémica.

6º.

Centrarse en situaciones situaciones ambientales ambientales actuales y futuras.

7º.

Considerar todo desarrollo y crecimiento crecimient o desde una perspectiva ambiental.

8º.

Fomentar el valor y la necesidad de cooperación a escalas local, nacional e internacional en la resolución de los problemas ambientales.

5.

OBJETIVO DE LA EDUCACION AMBIENTAL

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4

DOCTORADO EN CIENCIAS DE LA EDUCACIÓN - UNCP “educación para el desarrollo sostenible”

HOMBRE

INTER NTERAC ACCI CI N

HOMBRE NATURALEZA 

Esta formulación pasa por una premisa política, por el ejercicio de la ciudadanía y por la óptica de lucha de clases. Bajo esta dinámica, la educación ambiental es eminentemente ideológica y se constituye en un acto político, político, basado en valores v alores y actitudes para la transformación social. Sus objetivos fueron: a. Promover el intercambio de ideas, información y experiencias dentro del campo de la

educación ambiental, ambiental, entre los distintos países y regiones.

b. Promover el desarrollo y coordinación de trabajos de investigación que tiendan a una

mejor comprensión de los objetivos, contenidos y métodos de la educación ambiental.

c. Promover la elaboración y evaluación de nuevos materiales, planes de estudio,

materiales didácticos didácticos y programas en el campo c ampo de la educación ambiental. ambiental.

d. Promover el adiestramiento y actualización de personal clave para el desarrollo de la

educación ambiental, tales como administradores de la educación.

docentes,

planificadores,

investigadores

y

e. Proporcionar asistencia técnica a los Estados miembros para el desarrollo de

programas de educación ambiental.

Como podemos observar, este programa pretendía aunar esfuerzos y optimizar informaciones, recursos, materiales e investigaciones en materia de educación ambiental para extender el conocimiento de las aportaciones teóricas y prácticas que se iban produciendo. La gran novedad que el programa introdujo al discurso en torno a la educación ambiental radica en el reconocimiento explícito de la metodología m etodología interdisciplinari interdisciplinariaa a la hora de hacer

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5 6.

DOCTORADO EN CIENCIAS DE LA EDUCACIÓN - UNCP “educación para el desarrollo sostenible”

HISTORIA DE LA EDUCACIÓN AMBIENTAL

1904 - El Ministerio de Educación Pública francés constituye una comisión para elaborar un proyecto de educación especial. Binet, que forma parte de esta comisión, recibe el encargo de elaborar un instrumento que permita distinguir, con el mínimo grado posible de error, los retrasos escolares atribuibles a un déficit intelectual de los que puedan ser debidos a factores ambientales oa una deficiente escolarización escolarización previa. prev ia. 1913 - En Argentina nace la primer entidad ambientalista: Asociación Ornitológica, de La Plata (en la actualidad " Aves Argentinas”); posteriormente, a nivel estatal, la Constitución Nacional y la de la Provincia de Buenos Aires ( Art. 31) se refieren al medio ambiente . Desde la Ley Nacional de Educación y la Ley de Educación Provincial es claro espacio que la Educación Ambiental tiene. 1940 - Tomaron auge las propuesta de las primeras organizaciones conservacionistas, la educación ambiental estuvo presente, el concepto ha ido tomando distintos enfoques: A) Una visión conservacionista, luego ecologista, preocupada por los balances energéticos. B) Una etapa preocupada por la “resolución de problemas”

1940 - En lo que se refiere a disposiciones ambientales contempladas en las leyes específicas del ámbito educativo, Venezuela tiene un amplio recorrido. En la Ley de Educación Nacional de 1940, se define la educación, “un proceso integrador del individuo, desde el punto de vista de su desarrollo biológico y de su desenvolvimiento mental y moral”. Frente a la antigua enseñanza de tipo puramente informativo y enciclopédico . 1946, La primera especialización en Educación para la Conservación fue ofrecida por la Universidad de Wisconsin-Stevens Point y su Facultad de Recursos Naturales tiene el programa de licenciatura en manejo de recursos naturales y del ambiente más diverso de los Estados Unidos. El Centro Global para la Educación y Manejo Ambiental es el componente internacional de la Facultad y es reconocido por mantenerse a la vanguardia en desarrollo sustentable. 1948 - Uso del término de Educación Ambiental se debe a Thomas Pritchard quien propuso en una conferencia de la Unión Internacional para la conservación de la Naturaleza celebrada en París, el término Environmental Education, para referirse a un nuevo enfoque educativo que permitiera una síntesis entre las Ciencias Naturales y las Ciencias Sociales 1959 - Cuba, país que al triunfo de la Revolución en 1959 heredó además de una economía subdesarrollada una situación social desastrosa, tuvo presente desde el primer momento la necesidad de pautar una voluntad de desarrollo que se correspondiera correspondiera con las aspiraciones de un pueblo carente de una educación ambiental consecuente, ligado a la ausencia de leyes y regulaciones que contribuyeron a preservar nuestras reservas naturales. 1959, La Escuela de Post Grado (EPG) de la Universidad Nacional Agraria La Molina (UNALM), es pionera en educación agrícola superior del Perú. Fue creada en 1959 con la finalidad de formar investigadores, especialistas especialistas y docentes universitarios del más alto nivel n ivel académico y científico, en diversas especialidades relacionadas al sector agropecuario, agroindustrial y ambiental, conjugando la docencia e investigación para ofrecer la calidad

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DOCTORADO EN CIENCIAS DE LA EDUCACIÓN - UNCP “educación para el desarrollo sostenible”

asignatura independiente en la primera enseñanza; a partir de entonces quedó integrada en la educación ambiental, que comprende geografía, historia y ciencias. La educación ambiental también sustituye a la geografía 1968 - El término Educación Ambiental fue implementado y utilizado por primera vez en la Conferencia Nacional sobre Educación Ambiental realizada en 1968 en Nueva Jersey. Se define como tal al proceso de comunicar información y/o suministrar instrucción para la concientización, el apoyo y el desarrollo de actitudes que promuevan la adopción sostenida de conductas capaces de minimizar el impacto ambiental que conllevan todas las actividades humanas 1969 - En si la frase " educación ambiental" fue definida por primera vez por el Dr. William Stapp de la Universidad de Míchigan en 1969. Que además de concienciar a la población a través de la educación, deseaba que muchos gobiernos busquen solución a la agresión ambiental con las energías alternativas, las cuales aprovechan los factores ambientales como el sol, la lluvia y el viento. 1969 - La Educación ambiental es la educación orientada a enseñar cómo los ambientes naturales funcionan y en particular como los seres humanos pueden cuidar los ecosistemas para vivir de modo sostenible, minimizando la degradación, la contaminación del aire, agua o suelo, y las amenazas a la supervivencia de otras especies de plantas y animales. 1970 - La Comisión de Educación de la UICN ( Unión Internacional para la Conservación de la Naturaleza ), definió la educación ambiental de la sigu iente manera: “La educación ambiental es un proceso que consiste en reconocer valores y clasificar conceptos con objeto de aumentar las actitudes necesarias para comprender y apreciar las interrelaciones entre el ser humano, su cultura y su medio físico. 1970 - En todo el planeta se celebra c elebra el Día de la Tierra (22 de abril) creada en EE.UU. para crear conciencia común en torno a los problemas de la contaminación, la conservación de la biodiversidad y otras preocupaciones ambientales destinadas a la protección del planeta, en pos de la protección de los recursos naturales y su manejo, la educación ambiental y la participación participación como ciudadanos ambientalmente conscientes y responsables. responsables. 1971 - La Asociación Norteamericana de Educación Ambiental (NAAEE), creada en 1971, es una red de profesionales y estudiantes que trabajan en el campo de la EA en norteamérica norteamérica y otros 55 países de todo el mundo. Los miembros de la NAAEE piensan que la educación debe ir más allá de la mera sensibilización de los ciudadanos ante los problemas ambientales.

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DOCTORADO EN CIENCIAS DE LA EDUCACIÓN - UNCP “educación para el desarrollo sostenible”

concepto y su importancia para cambiar el modelo de desarrollo; la creación del Programa de las Naciones Unidas para el Medio Ambiente (PNUMA), a cargo de la UNESCO. UN ESCO. 1976  – En la “Carta de Belgrado”, la educación ambiental nace como una respuesta al deterioro ambiental, señala la necesidad de sentar bases para un programa mundial de educación ambiental debido al crecimiento económico y al progreso tecnológico que han traído como consecuencia un creciente deterioro del medio fís ico. 1977 - Otro evento que fue importante en la historia de la educación ambiental fue la Conferencia Intergubernamental Intergubernamental de Educación Ambiental que se realizó en Tbilisi, Georgia (ex URSS) en 1977. Este fue el acontecimiento más significativo significativo en el campo del tema que nos ocupa, pues en ella se establecieron lineamientos, criterios y directrices que habrían de inspirar todo el desarrollo del movimiento educativo en las décadas posteriores. 1977 - La Unión Internacional para la Conservación de la Naturaleza y sus Recursos; organismo de la Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO), definió la Educación Ambiental como: El proceso de reconocer valores y aclarar conceptos para crear habilidades y actitudes necesarias que sirven para comprender y apreciar la relación mutua entre el hombre, su cultura y el medio biofísico circundante. 1980 - En la Conferencia de Ministros de Educación de los Estados federados  – Alemania, celebrada el 17 de octubre, sobre la función de los centros escolares en la Educación Ambiental, se deja constancia de la responsabilidad de todos los alemanes ante la conservación y protección de la Naturaleza. Fecha en la que el Ministerio Federal de Educación y Ciencia publica el «Libro Blanco de la Educación Ambiental», base de la implantación de la Educación Ambiental. 1982 - La Bandera Azul es una creación de la Fundación Europea de Educación Ambiental (FEEE). Esta fundación de la mano de un grupo de expertos del Comité de Educación Ambiental del Consejo de Europa. Los objetivos de la FEEE se concretan en el desarrollo de investigaciones y acciones que promuevan la conciencia y educación ambiental, la dimensión transfronteriza de la problemática ambiental y la necesidad de la cooperación internacional. 1985 - La bandera azul es un galardón a la calidad ambiental, otorgado por la Fundación Europea de Educación Ambiental, FEEE, formada por un grupo de expertos del Comité de Educación Ambiental del Consejo de Europa. Fue en Francia, cuando surgió la iniciativa de distinguir aquellas playas que cumpliesen con una serie de requisitos ambientales y de servicios mediante una bandera azul.

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DOCTORADO EN CIENCIAS DE LA EDUCACIÓN - UNCP “educación para el desarrollo sostenible”

2000 - Tercer Congreso Iberoamericano de Educación Ambiental en octubre. Universidad de Guadalajara  – México. 2004 - I Congreso de Educación Ambiental llevado a cabo en Córdoba (en mayo). Esta movilización movilización mostró que existe una creciente conciencia conciencia ambiental en el país y que se ve a la educación ambiental como una herramienta propicia para repensar el conocimiento ya que promueve un nuevo enfoque pedagógico. 2010 - El Partido Verde Ecologista de México (PVEM) llamó a reformar la Ley General de Educación para incorporar de manera obligatoria la educación ambiental en los planes de estudio de todos los niveles educativos, a fin de impulsar una nueva cultura ciudadana.

7.

PLANTEAMIENTO PEDAGÓGICO DE LA EDUCACION AMBIENTAL

El planteamiento pedagógico contenido en la Educación Ambiental posee determinadas características: a.

Una filosofía sustentada en la “Estabilidad del Ecosistema Global”.

b.

La buena calidad de la vida y del medio ambiente donde se desarrolla ésta como una preocupación central.

c.

La protección, la conservación y el mejoramiento del medio ambiente como una meta.

d.

Los problemas y riesgos ambientales como el campo de atención.

e.

La relación y la interdependencia del sistema ecológico como un enfoque sistémico.

f.

El ejercicio de la participación ciudadana y la toma de decisiones como el instrumento metodológico básico.

8.

FUNCIÓN PEDAGÓGICA DE LA EDUCACION AMBIENTAL

Un problema sustancial en la pedagogía es precisamente su puesta en práctica, cómo hacer que funcione a través de los educadores, sean éstos formados en pedagogía o no, trátese de la educación formal o la no formal.

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DOCTORADO EN CIENCIAS DE LA EDUCACIÓN - UNCP “educación para el desarrollo sostenible”

e)

Inculcar una nueva ética como parte de la cultura ambiental (programa axiológico) axiológico)

9.

NIVELES DE LA EDUCACION AMBIENTAL

La educación ambiental se sustenta en cuatro niveles diferentes.

EDUCACIÓN  AMBIENTAL

PRIMER

SEGUNDO

TERCER

CUARTO

NIVEL

NIVEL

NIVEL

NIVEL

FUNDAMENTOS ECOLÓGICOS

CONCIENCIACIÓN CONCEPTUAL

INVESTIGACIÓN Y  EVALUACIÓN DE PROBLEMAS

CAPACIDAD DE  ACCIÓN

PRIMER NIVEL : FUNDAMENTOS ECOLÓGICOS

Este nivel incluye la instrucción sobre ecología básica, ciencia de los sistemas de la Tierra, geología, meteorología, meteorología, geografía física, botánica, biología, química, física, etc. El propósito de este nivel de instrucción es dar al docente/estudiante informaciones sobre los sistemas terrestres de soporte vital. Estos sistemas de soporte vital son como las reglas de un juego. Suponga que Ud. desea aprender a jugar un juego. Una de las primeras tareas que necesita hacer es aprender las

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DOCTORADO EN CIENCIAS DE LA EDUCACIÓN - UNCP “educación para el desarrollo sostenible”

los sistemas de soporte vital (reglas) del planeta; también uno debe comprender cómo las acciones humanas afectan las reglas y cómo el conocimiento de estas reglas pueden ayudar a guiar las conductas humanas.  TERCER NIVEL : LA INVESTIGACIÓN Y EVALUACIÓN DE PROBLEMAS

Esto implica aprender a investigar y evaluar problemas ambientales. Debido a que hay demasiados casos de personas que han interpretado de forma incorrecta o sin exactitud asuntos ambientales, muchas personas se encuentran confundidas acerca de cual es el comportamiento comportamiento más m ás responsable responsable ambientalmente. Por ejemplo, ¿es mejor para el ambiente usar pañales de tela que pañales desechables? ¿Es mejor hacer que sus compras la pongan en una bolsa de papel o en una plástica? La recuperación energética de recursos desechados, ¿es ambientalmente responsable o no? Muy pocas veces las respuestas a tales preguntas son sencillas. La mayoría de las veces, las circunstancias y condiciones específicas complican las respuestas a tales preguntas y solamente pueden comprenderse luego de considerar cuidadosamente muchas informaciones. CUARTO NIVEL : LA CAPACIDAD DE ACCIÓN

Este componente enfatiza el dotar al alumno a lumno con las habilidades necesarias necesarias para participar productivamente en la solución de problemas ambientales presentes y la prevención de problemas ambientales futuros. También se encarga de ayudar a los alumnos a que comprendan que, frecuentemente, no existe una persona, agencia u organización responsable de los problemas ambientales. Los problemas ambientales son frecuentemente causados por las sociedades humanas, las cuales son colectividades de individuos. Por lo tanto, los individuos resultan ser las causas primarias de muchos problemas, y la solución a los problemas probablemente será el individuo (actuando colectivamente).

10. PROPÓSITOS DE LA EDUCACION AMBIENTAL El propósito de la Educación Ambiental es dotar los individuos con: a.

El conocimiento necesario para comprender los problemas ambientales;

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DOCTORADO EN CIENCIAS DE LA EDUCACIÓN - UNCP “educación para el desarrollo sostenible”

PARTE II EDUCACIÓN AMBIENTAL SOSTENIDA (1971 1986) –

LEY N° 21147 LEY FORESTAL Y DE FAUNA SILVESTRE

EDUCACIÓN AMBIENTAL SOSTENIDA (Filosofía)

“Aprovechamiento racional y sostenido de los Recursos Naturales”

CONSERVACIONISMO

PRESERVACIONISMO ACTOR PRINCIPAL LA ESPECIE HUMANA”

“

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DOCTORADO EN CIENCIAS DE LA EDUCACIÓN - UNCP “educación para el desarrollo sostenible”

desarrollo. Donde fue constituido el Programa de Naciones Unidas para el Medio Ambiente (PNUMA), entidad coordinadora a escala internacional de las acciones a favor de la protección del entorno, incluida la educación ambiental. En dicha conferencia, se crea el Programa Internacional de Educación Ambiental (PIEA), el cual, "pretendía aunar esfuerzos y optimizar informaciones, recursos, materiales e investigaciones en materia de educación ambiental para extender el conocimiento de las aportaciones aportaciones teóricas y prácticas que se iban produciendo en este campo de la ciencia". 1975, la Constitución griega, por su parte, establece en su artículo 24° numeral 1, que la protección del medio ambiente natural y cultural constituye una obligación del Estado, el cual debe tomar medidas especiales, preventivas o represivas, con el fin de su conservación. 1976, de igual forma el artículo 9° de la Constitución de Portugal, establece el deber del Estado de proteger los derechos fundamentales. Regulación constitucional que ha estado respaldada por una serie de garantías, tales como: derecho a la información sobre cuestiones ambientales, derecho a participar en la adopción de resoluciones administrativas, administrativas, así como al derecho de acceso a la justicia en su sentido más amplio. amplio. 1959, desde el triunfo revolucionario, el Estado cubano, se ha erigido como garante y protector de los derechos humanos y libertades individuales, tomando los valores humanistas contenidos en la Declaración Universal de los Derechos Humanos del 10 de diciembre de 1948. 1976, Cuba en su constitución, menciona en el Art. 27° que el Estado protege la naturaleza, que incluye velar porque sean mantenidas limpias las aguas y la atmosfera y que se proteja el suelo, la flora y la fauna. Cuando hacemos un análisis de la Constitución cubana en cuanto a la inclusión del “derecho al medio ambiente ” dentro de sus postulados, encontramos que el legislador

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DOCTORADO EN CIENCIAS DE LA EDUCACIÓN - UNCP “educación para el desarrollo sostenible”

“la naturaleza y su diversidad ha sido creada ara nosotros ”

CONSERVACIONISMO

PRESERVACIONISMO

EDUC EDUCAC ACII N AMBIE AMBIENT NTAL AL SOSTENIDA 

La Educación Ambiental Sostenida abarca de 1970 a 1980, y se fundamenta en dos concepciones concepciones filosóficas:

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DOCTORADO EN CIENCIAS DE LA EDUCACIÓN - UNCP “educación para el desarrollo sostenible”

3.

CONCEPCIONES FILOSÓFICAS DE LA EDUCACION AMBIENTAL SOSTENIDA 

a.

Antropocentrismo Antropocentrismo Fuerte

Otorga al ser humano un puesto especial dentro de la naturaleza, concediéndole mayor valor que al resto de especies. El hombre tiene, desde esta perspectiva, un dominio absoluto sobre la naturaleza y no cabe calificar moralmente la relación que hay entre el ser humano y el resto de especies. Se denomina “ ética

del cow-boy ” pues defiende la conquista y colonización de todo espacio que quede aún natural. El hombre tiene un derecho absoluto sobre todo lo natural, confiando en que la tecnología y la ciencia encontrarán solución para todos los problemas que se planteen. b.

Antropocentrismo Antropocentrismo Moderado 

El utilitarismo

Los antropocentristas moderados moderados admiten la superioridad del hombre respecto a otros seres vivos, pero no entienden que esta superioridad sea absoluta e ilimitada. Brian Norton ha desarrollado una línea utilitarista, desde la cual la naturaleza tiene más valor que el puramente económico, es algo más que un simple recurso material. Puede tener, por poner un ejemplo, valor estético, simbólico, psicológico o espiritual. Por ello, desde la ética utilitarista se pide un uso racional de los recursos, para que todos estos valores de la naturaleza puedan preservarse. 

La ética de la “teoría de la responsabilidad” de Hans Jonas

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DOCTORADO EN CIENCIAS DE LA EDUCACIÓN - UNCP “educación para el desarrollo sostenible”

una conducta de los los individuos, de las empresas empresas y de las colectividades, colectividades, inspirada en el sentido de su responsabilidad en cuanto a la protección y mejoramiento del medio en toda su dimensión humana.

ROL ROL DE DE LA EDUC EDUCAC ACII N  TRADICIONAL

LABORES  AMBIENTALES

EDUC EDUCAC ACII N AMBIE AMBIENT NTAL AL SOSTENIDA 

GEN GENERAC ERACII N PRESENTE

Es también esencial que los medios de comunicación de masas eviten contribuir al deterioro del medio humano y difundan, por el contrario, información de carácter educativo sobre la necesidad de protegerlo y mejorarlo, a fin de que el hombre pueda desarrollarse en todos los aspectos. En Estocolmo básicamente se observa una advertencia sobre los efectos que la acción humana puede tener en el entorno material. Hasta entonces no se plantea un cambio en los estilos de desarrollo o de las relaciones internacionales, sino más bien la corrección de

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DOCTORADO EN CIENCIAS DE LA EDUCACIÓN - UNCP “educación para el desarrollo sostenible”

HOMBRE EDUCACION  AMBIENTAL SOSTENIDA 

ETICA 

RELACI N

NATURALEZA 

-

PRINCIPIOS

- Enfoque interdisciplinario - Histórico

OBJETIVOS

Desarrollar: conciencia, conocimientos, actitudes, aptitudes, participación y  capacidad.

METAS

Soluciones a los problemas ambientales y  prevenir de los futuros problemas ambientales.

Los principios:

Se recomiendan considerar el medio ambiente en su totalidad, es decir, el medio natural y el producido por el hombre. Constituir un proceso continuo y permanente,

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DOCTORADO EN CIENCIAS DE LA EDUCACIÓN - UNCP “educación para el desarrollo sostenible”

ECONÓMICO

EDUCACION  AMBIENTAL SOSTENIDA 

BASADO

PEDAGO PEDAGOG G A DE DE  ACCIÓN PARA  LA ACCIÓN

 ARTICULADO ECOLÓGICO

EDUCACION TRADICIONAL POLÍTICO

En resumen se planteó una Educación Ambiental Sostenida soportada por la educación tradicional, pero basada en una pedagogía de la acción y para la acción, donde los principios rectores de la educación ambiental son la comprensión de las articulaciones económicas políticas y ecológicas de la sociedad y a la necesidad de considerar al medio ambiente en su totalidad.

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DOCTORADO EN CIENCIAS DE LA EDUCACIÓN - UNCP “educación para el desarrollo sostenible”

PARTE III EDUCACIÓN AMBIENTAL SOSTENIBLE (1987 2007) –

EDUC EDUCAC ACII N AMBIE AMBIENT NTAL AL SOSTENIBLE (FILOSOFÍA)

MEDIOAMBIENTALISTA

DESARROLLO SOSTENIBLE ““Satisfacer las

necesidades de las generaciones presentes sin comprometer las posibilidades de las futuras generaciones”

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DOCTORADO EN CIENCIAS DE LA EDUCACIÓN - UNCP “educación para el desarrollo sostenible”

Parecería curioso que tengamos que enseñar cómo desarrollar. Pero hay razones para creer que algunas personas no comprenden el impacto que muchos comportamientos humanos han tenido y están teniendo sobre el ambiente.

2.

LA EDUCACIÓN AMBIENTAL PARA EL DESARROLLO SOSTENIBLE

La Educación Ambiental para el Desarrollo Sostenible Sostenible en el Proceso Docente-Educativo en las Instituciones académicas del país debe tener como objetivos: a.

Determinar estrategias y recomendaciones recomendaciones metodológicas, metodológicas, con la selección del contenido, las actividades y trabajos prácticos para el desarrollo de la educación ambiental en las escuelas de las ciudades.

b.

Determinar la factibilidad de la estrategia metodológica metodológica elaborada, con la selección del contenido, las actividades y los trabajos prácticos propuestos para el desarrollo de la educación ambiental, mediante las vías curriculares y no curriculares.

c.

Propiciar la disponibilidad de los enfoques, estrategias, estrate gias, formas de trabajo, a partir de recomendaciones metodológicas centralizadas elaboradas, que puedan ser utilizadas

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20

DOCTORADO EN CIENCIAS DE LA EDUCACIÓN - UNCP “educación para el desarrollo sostenible”

escalas , centrándose la atención de la comunidad científica internacional, en la búsqueda de la concienciación de la necesidad apremiante de utilizar responsablemente el saber de todos los campos de la ciencia para darle respuesta a la creciente degradación ambiental, que no solo pone en crisis las condiciones de vida en el planeta, sino hasta la permanencia de la vida en el mismo.

“Satisfacer las necesidades de las generaciones

presentes sin comprometer las posibilidades de las futuras generaciones”

MEDIOAMBIENTALISM0

 AMBIENTALISMO

ECOLOGISMO

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21

DOCTORADO EN CIENCIAS DE LA EDUCACIÓN - UNCP “educación para el desarrollo sostenible”

Los tres enfoques ambientales tienen un denominador común: la relación ser humano  – medio ambiente.

RELACI N DIRECTA 

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22 c.

DOCTORADO EN CIENCIAS DE LA EDUCACIÓN - UNCP “educación para el desarrollo sostenible”

La ética de la Tierra

Se inspira en el libro de Aldo Leopold 2 “Una

ética de la tierra” ,

que habla de la

“comunidad biótica”, formada por la materia orgánica, no orgánica y por todos los

vivientes. El ser humano debe respetar en su comportamiento el profundo equilibrio existente dentro de la naturaleza entre los seres vivos.

El ser humano sería uno más de los vivientes, con la característica de que sus acciones y decisiones pueden calificarse de justas o injustas. Por un lado representa una crítica adecuada al antropocentrismo fuerte, pero por otro

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23

DOCTORADO EN CIENCIAS DE LA EDUCACIÓN - UNCP “educación para el desarrollo sostenible”

Parece cada vez más claro que la Educación Ambiental Sostenible debe promover el acercamiento de los actores de la educación al entorno que le rodea en su vida cotidiana, pretende que lo conozca y adquiera la capacidad de juicio suficiente como para poseer una opinión cualificada y poder ejercer, por tanto, las acciones que considere conveniente. Alguien que conoce conoce y critica de forma responsable responsable su propia realidad, puede hacerlo también con situaciones lejanas si se le proporciona suficiente suficiente información.

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24

DOCTORADO EN CIENCIAS DE LA EDUCACIÓN - UNCP “educación para el desarrollo sostenible”

1992, Del 3 al 14 de junio, se celebra la Conferencia de la ONU sobre Medio Ambiente y Desarrollo (Segunda " Cumbre de la Tierra” ) en Río de Janeiro, donde nace la Agenda 21, se aprueban el Convenio sobre el Cambio Climático, el Convenio sobre la Diversidad Biológica Biológica (Declaración de Río) y la Declaración de Principios Principios Relativos a los Bosques. Se empieza a dar amplia publicidad del término desarrollo sostenible  al público en general. Se modifica la definición original del Informe Brundtland , centrada en la preservación del medio ambiente y el consumo prudente de los recursos naturales no renovables, hacia la idea de "tres pilares" que deben conciliarse conciliarse en una perspectiva de desarrollo sostenible: el progreso económico, la justicia social y la preservación del medio ambiente.

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25

DOCTORADO EN CIENCIAS DE LA EDUCACIÓN - UNCP “educación para el desarrollo sostenible”

Para alcanzar ese objetivo es necesario reformular la educación, no solamente con información sobre los ambientes físicos y biológicos, sino sobre los ambientes socioculturales socioculturales y el desarrollo humano. Para reestructurar la educación ambiental desde el punto de vista del desarrollo sostenibl s ostenible, e, se deben: a.

Garantizar una educación para el medio ambiente y el desarrollo a todas las personas de todas las edades;

b.

Desarrollar Desarrollar los conceptos sobre medio ambiente y desarrollo, inclusive los problemas

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26 a.

La Investigación

DOCTORADO EN CIENCIAS DE LA EDUCACIÓN - UNCP “educación para el desarrollo sostenible”

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27

DOCTORADO EN CIENCIAS DE LA EDUCACIÓN - UNCP “educación para el desarrollo sostenible”

El manejo de la problemática ambiental es competencia de todos los actores involucrados,

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28 d.

La Orientación Política

DOCTORADO EN CIENCIAS DE LA EDUCACIÓN - UNCP “educación para el desarrollo sostenible”

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29

DOCTORADO EN CIENCIAS DE LA EDUCACIÓN - UNCP “educación para el desarrollo sostenible”

10. RESPONSABILIDADES EN EL MARCO DE LA EDUCACIÓN AMBIENTAL

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30

DOCTORADO EN CIENCIAS DE LA EDUCACIÓN - UNCP “educación para el desarrollo sostenible”

Dicho con otras palabras: ninguna acción aislada puede ser efectiva, precisamos un

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