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Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

School environmental projects (praes) significantly contribute to students' environmental education within the school context. However, certain limitations can compromise their main objectives and reduce their impact. This research article presents a case study report. A methodological proposal was developed to address the prae of a private educational institution using a participatory and community-based approach. A diagnosis of values and attitudes related to the environment was conducted using digital surveys. A set of 8 variables and 7 educational actors were grouped through a cluster analysis. The relationships between variables and actors were explored using Principal Component Analysis (pca). Work axes for the development of activities were proposed. The environmental education activities carried out by community members were systematized using qualitative techniques, and evaluation mechanisms were proposed. 4015 participants were recorded. Educational actors were organized into 5 homogeneous groups, and variables were grouped into 4 correlated groups. It was evident that actors differ in the weighting of response variables. Four baseline work lines were determined. The activities carried out in recent years at the school were characterized, and two medium- and long-term evaluation mechanisms were proposed. The results suggest particular relationships between different actors and the components of environmental education proposed. These relationships can be used to propose differentiated approaches for the implementation of environmental education activities. The described proposal can serve as a starting point for designing an environmental project systematically, objectively, replicably, and comparably. [ABSTRACT FROM AUTHOR]

Copyright of Teoría de la Educación. Revista Interuniversitaria is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Opuntia Brava is the property of Universidad de Ciencias Pedagogicas de Las Tunas, Centro de Documentacion e Informacion Pedagogica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

En los últimos años la sociedad ha cambiado de una forma vertiginosa: las costumbres, los estilos de vida y los procesos de enseñanza-aprendizaje han evolucionado a gran velocidad, abocando a la población a enfrentarse continuamente a lo desconocido. Es aquí donde surge la necesidad de incorporar las tecnologías de la información y la comunicación en la educación de los futuros ciudadanos, haciéndoles partícipes de su propio proceso de enseñanza-aprendizaje a través de las llamadas metodologías activas. Sin embargo, no hay que olvidar la necesidad de desarrollar situaciones de aprendizaje que persigan el desarrollo sostenible en edades tempranas, como en Educación Infantil cuando el contacto del alumnado con el entorno es esencial y beneficioso. Para ello, se realiza una investigación cualitativa basada en la revisión bibliográfica sobre el concepto de gamificación y educación sostenible para, finalmente, exponer una serie de experiencias gamificadas que trabajan los objetivos de desarrollo sostenible y sus resultados. Tras todo ello, se llega a la conclusión de que la gamificación es una metodología que puede contribuir a desarrollar los ODS desde los primeros años debido a que promueve una sociedad consciente, responsable y comprometida en cuanto a la sostenibilidad.

La crisis ambiental es en la actualidad uno de los mayores problemas que afronta la humanidad. La complejidad de la crisis deriva de su carácter sistémico, es decir, de la alta interconectividad de sus múltiples problemáticas y de que está insertada en una mayor, una crisis epocal que afecta a la cultura occidental como un todo. El presente estudio indaga las concepciones de “naturaleza” en estudiantes universitarios cursantes del primer semestre de Biología Ambiental en la Universidad de Ibagué. En el espíritu de una investigación sistémico in-terpretativa (Fuenmayor y López-Garay, 1991; Fuenmayor, 1991), complementada con una her-menéutica como metodología de investigación histórica y educativa (González-López, 2022), se revela que las concepciones de “naturaleza” que tienen los estudiantes no emergen de una comprensión holística de la crisis ambiental como una crisis de sentido civilizatoria. Se requiere entonces acción política desde la esfera educativa para que, a pesar de los procesos significati-vos que ha agenciado la educación ambiental en Colombia, se articule la enseñanza basada en una comprensión holística de la crisis epocal ambiental y la necesidad de generar una concep-ción armoniosa de la relación entre los seres humanos y la naturaleza que impulse una nueva forma de morar en el mundo.

La gestión de los residuos sólidos urbanos (RSU) es una tarea compleja de la adminis-tración pública municipal. El objetivo del estudio fue identificar los conocimientos de los secto-res social, público y escolar sobre el manejo de los desechos municipales para sensibilizarlos en la gestión integral en Banderilla, Veracruz, México. La metodologíausada fue mixta, haciendo uso de talleres comunitarios participativos, dirigidos a los tres sectores (social, escolar y públi-co), con dinámicas de sensibilización ambiental y encuestas diagnósticas. Con el sector social la invitación para participar fue abierta, a todo el público; con el sector escolar se impartieron 18 talleres a nivel bachillerato (900 alumnos) y, para el sector público, se realizó un taller con directores de área y presidente municipal. Los resultados muestran un alto interés en colaborar por parte de los tres sectores. Asimismo, fueron identificadas oportunidades de mejora: nulo aprovechamiento de los RSU (inorgánicos y orgánicos), larga distancia de recorrido para la dis-posición final y altos costos para el erario por la falta de un manejo integral. En conclusión, se requiere sensibilización ambiental “casa por casa” y “negocio por negocio” (pequeños y grandes generadores) de la separación en origen y la recogida por separado para el aprovechamiento de los RSU orgánicos e inorgánicos.

En las primarias del subsistema de educación indígena escasamente se reflexiona sobre -y se acciona para- la crisis socioecológica planetaria. Asimismo, poco se abordan los conocimientos indígenas locales como estrategias situadas de sustentabilidad. El objetivo del presente estudio fue generar una propuesta de articulación entre los conocimientos del currículum y aquellos conocimientos locales que favorecen una soberanía alimentaria en una comunidad indígena de Veracruz para contribuir a una educación ambiental crítica y situada. Fueron dos las principales aproximaciones teóricas: ecofeminismos y aprendizaje situado para una educación liberadora. Desde una metodología cualitativa participativa y con un enfoque de estudio de caso se diseñó e implementó en colaboración con una docente indígena que atiende una primaria unitaria, una propuesta educativa basada en progre-siones de aprendizaje. Se utilizaron entrevistas, conversaciones informales y observación participante. Los resultados se reflexionan en dos direcciones: a) de qué forma mediante procesos de enseñanza-aprendizajes ecofeministas se contribuye a la soberanía alimentaria; b) qué implicaciones genera el abordaje de dicha propuesta en un espacio en el que históri-camente se discriminan otros sistemas de conocimiento -como lo es la escuela- y qué aporta en el ámbito de la educación ambiental.

Esta investigación se desarrolló en la Red de Huertos Urbanos Comunitarios de Madrid (RedHMad), España de 2018 a 2023. Tuvo por objetivo identificar los fenómenos que se generaron en el interior de los huertos urbanos y cómo estos fomentaron el desa-rrollo sostenible de barrios de Madrid. El proyecto se llevó a cabo en tres etapas, se inició con la realización de entrevistas abiertas a diez participantes de diferentes huertos con más presencia en la red. A la par se llevó a cabo la observación participativa de su quehacer co-tidiano en los huertos a los que pertenecían. Posteriormente se realizó el procesamiento de información documental incluyendo la revisión de las actas de asamblea de la RedHMad. Finalmente, se analizó y reflexionó acerca de los fenómenos encontrados en torno a las ac-tividades que en ellos se suscitaron y su relación con el desarrollo sostenible. El resultado reflejó que los huertos urbanos comunitarios son más que espacios para la producción de alimentos, estos han generado una cohesión social y convivencia que permite el estableci-miento de acciones de carácter cultural, artístico, experimental, de educación ambiental, de salud física y mental, hasta llegar a la organización para la resistencia y la lucha social cuando ha sido necesario.

Los paradigmas pedagógicos actuales sugieren la conveniencia de apostar por enfoques que sitúen al estudiantado en el centro de los procesos de enseñanza-aprendizaje, objetivo que puede satisfacerse mediante la renovada implementación de los métodos tradicionales de la ciencia geográfica. La geografía se encuentra ante la oportunidad —y responsabilidad— de erigirse en la disciplina académica que impulse la conformación de una ciudadanía comprometida con los retos medioambientales contemporáneos. Se analizan las salidas de campo como método didáctico para enseñar geografía en los centros de educación secundaria, realizando un breve estudio histórico, normativo y pedagógico sobre la cuestión. Además, se diseña una propuesta de salida de campo contextualizada en la isla de Tenerife cuyo ejemplo señala algunas de las temáticas que pueden abordarse a través de dichos itinerarios. En un momento en el que se insiste en la necesidad de crear una conciencia medioambiental entre el alumnado desde la esfera local, se precisa de iniciativas didácticas que contribuyan a favorecer el conocimiento y la valoración del espacio geográfico circundante. El resultado de la implementación de la dinámica propuesta señala que, tras la salida de campo, el alumnado manifiesta una mayor concienciación ambiental, un vínculo reforzado con el territorio y una mayor cohesión.

Copyright of Revista Internacional de Educación para la Justicia Social is the property of Universidad Autonoma de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Internacional de Educación para la Justicia Social is the property of Universidad Autonoma de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Project Based Learning (PBL) offers students the opportunity to develop practical and cognitive skills while addressing real challenges. The objective of this research is to develop a methodological strategy as an effective way for environmental education in children in the seventh year of Basic General Education (EGB) through the implementation of Project Based Learning. A diagnosis of existing practices in environmental education and PBL was carried out. The design of the methodological strategy is governed by the principles of PBL with the objectives of environmental education. The methodological strategy was structured around the identification of relevant and significant environmental topics for students, the planning and execution of interdisciplinary environmental projects, and the formative and shared evaluation of the results obtained. The active participation of students was promoted in all stages of the learning process, encouraging collaborative work, critical reflection and transformative action. The strategy was implemented in the Francisco Febres Cordero Educational Unit in order to evaluate its effectiveness and make necessary adjustments. Qualitative and quantitative data were collected through observations and surveys to analyze the impact of PBL on the environmental education of seventh-year EGB children. The results of the research demonstrated that the methodological strategy developed was effective in promoting meaningful learning and environmental awareness in students. Improvements were observed in the understanding of environmental concepts, the development of practical and socio-emotional skills, and the children's active engagement in environmental conservation and protection. [ABSTRACT FROM AUTHOR]

Copyright of PODIUM- Revista de Ciencia y Tecnologia en la Cultura Física is the property of Universidad de Pinar del Rio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Tecnología, Ciencia & Educación is the property of Centro de Estudios Financieros SL and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Reflecting on and becoming aware of our food consumption practices is a necessity, given the environmental problems we face as humanity. The literature reports that the processes involved in beef production have a negative impact on the environment. Therefore, talking about this in school is relevant to contribute to the development of sustainable consumption practices. However, specific materials to address this issue are scarce. This led us to produce an educational material, which we subjected to an evaluation process using the Delphi method to identify areas of opportunity to improve its design. We conducted 3 rounds of evaluation in which a panel of 5 experts participated, their opinions were categorized into eight dimensions using content analysis. In round 3 we achieved stability of opinions, and throughout the process we identified 34 areas of opportunity, mainly related to the dimension Design of activities. The expert evaluation experience reaffirmed that this is a mechanism that contributes to the quality of educational materials. [ABSTRACT FROM AUTHOR]

Gamification offers an innovative approach to engaging students in environmental education, using game elements to promote awareness and sustainable actions. The general objective of the work was: Establish strategies based on gamification that allow learning of environmental education in students of the Unified General Baccalaureate, of the Enrique Ponce Luque educational unit. The methodology was based on a mixed approach, combining quantitative elements that focused on data collection through different research techniques and tools, as well as qualitative elements to fully understand the phenomenon studied. The proposed proposal highlights the importance of strengthening environmental teaching for both students and teachers, including gamification as a learning methodology, and also promotes environmental awareness and practical action through different curricular activities, involving students in the identification and solution from problems. The resources and responsible persons necessary to guarantee effective implementation are also established. The proposal was validated by expert criteria, which allows the reliability of the research to be verified. In conclusion, these strategies seek to inspire students to be agents of change in environmental protection. [ABSTRACT FROM AUTHOR]

The article discusses environmental education in Brazil, in line with human rights and aims to weigh on Law n. 9.795/1999. The research problem questions what the Law 9.795/1999 did effectively provide in environmental term. The objective is to investigate how informal teaching spaces are being favored and if environmental education is effective in a perspective limited to the school space or should be disseminated as an ethical and practical content in human relationships. It is a qualitative bibliographic and legislative research, with the deductive method. Firstly, the text presents the historical aspects of environmental education and its reflexes in Brazil, also the international treaties the country has signed, the constitutional commandments, and institutes that enshrine the protection of the environment. Sequentially, the text focuses on the Environmental Education Law (Law n. 9.795/99), presenting critical reflections on its provisions. The results point to the importance of environmental education for the National Education Policy, understanding the objective for an integrated understanding of the environment in its multiple and complex relationships (i.e., ecological, psychological, legal, political, social, economic, scientific, cultural and ethical). Therefore, environmental education must be included in formal education, but also directed to the community, guaranteeing the democratization of socio-environmental information, encouraging the strengthening of a critical awareness of environmental and social issues, encouraging individual and collective participation, permanently and responsible, in the preservation of the balance of the environment. The defense of environmental quality is a value inseparable from the exercise of citizenship. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Avances is the property of Instituto de Informacion Cientifica y Tecnologica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista El Directivo al Día is the property of Centro de Informacion y Gestion Tecnologica (CIGET) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Opuntia Brava is the property of Universidad de Ciencias Pedagogicas de Las Tunas, Centro de Documentacion e Informacion Pedagogica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Farol - Revista de Estudos Organizacionais e Sociedade is the property of Farol - Revista de Estudos Organizacionais e Sociedade and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Praxis & Saber is the property of Universidad Pedagogica y Tecnologica de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Se diseñó un plan educativo ambiental para el manejo sustentable de los animales de uso etnomedicinal y mágico religioso expendidos en las tiendas de la Av. Baralt y zonas aledañas en la ciudad de Caracas. El grupo de estudio fue de 13 responsables de tiendas y 25 usuarios. La investigación constó de las siguientes fases: selección de la muestra de las tiendas; diagnóstico entre el grupo de estudio; análisis de resultados y diseño del plan educativo ambiental. Los resultados demuestran que en su mayoría los entrevistados tienen un nivel educativo alto, el uso de los animales es esencial para el desarrollo de las prácticas mágico-religiosas y etnomedicinales, y la conservación de la fauna no constituye una preocupación, pero existe disposición para propiciar su sustentabilidad. La propuesta desarrolló los tópicos de usos y comercialización sustentable de los animales así como la divulgación del manejo responsable de estos a través de materiales educativos.

En el contexto de la educación primaria en México, la educación ambiental emerge como un tema de gran relevancia dados los desafíos enfrentados a nivel mundial, por lo que se observa una preocupación constante por comprender y actuar en beneficio del medio ambiente. El presente artículo aborda un estudio de caso llevado a cabo en una escuela primaria vespertina ubicada en un entorno urbano-marginal del estado de Veracruz durante los ciclos escolares 2021-2022 y 2022-2023. El objetivo planteado consistió en analizar de qué forma se lleva a cabo la educación ambiental en dicha escuela. Se trata de un estudio cualitativo que analizó la intervención docente y su vinculación con otros miembros de la comunidad educativa para fomentar y preservar el cuidado ambiental en un grupo de estudiantes de primer grado. Para el seguimiento, se utilizaron entrevistas semiestructuradas, cuestionarios, bitácoras Col, encuestas de salida y análisis de la información derivada de las planeaciones, evaluaciones y el diario docente. Se partió de una primera fase para diagnosticar cómo había sido abordada la educación ambiental, posteriormente se llevó a cabo una segunda fase que implicó la observación directa de la intervención docente. El análisis de la intervención reveló cómo la docente revalora el papel de la evaluación formativa y busca el establecimiento de vínculos de colaboración con las madres y los padres de familia para alcanzar los objetivos planteados. Los resultados dan sentido a la importancia de observar la transversalidad y transdisciplinariedad de la educación ambiental y la búsqueda del apoyo entre miembros de una comunidad educativa.

La contaminación es un problema que se ha venido incrementando por la alta demanda de consumidores, convirtiéndose en algo que afecta directamente al medio ambiente y algunas zonas industriales, debido al mal uso del plástico y al desconocimiento al ser desechado. Es así como surge la necesidad de plantear estrategias afines con este problema medioambiental dirigidas a la reducción de contaminación producida por plástico en la Universidad de Cundinamarca-Extensión Facatativá. Se plantearon los siguientes objetivos: i) Plantear estrategias que contribuyan con la mejora de la contaminación producida por plástico en la Universidad de Cundinamarca (extensión Facatativá), mediante la recolección de información; ii) Realizar un diagnóstico de consumo de plástico mediante encuestas en donde las preguntas sean específicas sobre el uso cotidiano de este material en la Universidad de Cundinamarca (extensión Facatativá); iii) Proponer acciones que permitan concientizar y mejorar hábitos cotidianos de la comunidad para disminuir la contaminación producida por plástico. En el estudio, los encuestados reconocieron uso excesivo de plásticos en su vida diaria (52%). Las botellas de plástico fueron el producto más utilizado, representando un 37% de las respuestas; además, mostraron disposición positiva hacia iniciativas de reducción de contaminación, con un 52% a favor de alternativas biodegradables y un 74% estuvo de acuerdo con reciclar plástico para fabricar marcos de gafas. Estos resultados subrayan la necesidad de disminuir el uso de botellas de plástico y promover prácticas de reutilización, siendo la educación ambiental fundamental para sensibilizar sobre el manejo adecuado del plástico.

La interrelación educación ambiental comunitaria y el desarrollo local prepara al individuo para que sea capaz de mejorar su relación con el entorno natural, y así la forma de pensar y actuar. El presente trabajo tuvo como propósito diseñar acciones estratégicas de educación ambiental para el desarrollo local de la comunidad "Alvarito Díaz", destacando los nexos que posibilitan una actuación socialmente responsable en el entorno natural, con una mirada al desarrollo local sostenible. Se realizó un estudio observacional descriptivo con la aplicación de métodos teóricos y empíricos, y la aplicación de la matriz DAFO para obtener una perspectiva general de la situación local. Como resultado se diseñó una estrategia ambiental que en su composición cuenta con una serie de elementos que se fundamentaron desde el enfoque de sistema, lo que propone acciones para desarrollar fortalezas, reducir las debilidades, localizar y aprovechar las oportunidades y disminuir las amenazas encontradas. Su diseño tuvo un elevado nivel de satisfacción por parte de los usuarios para proporcionar nuevas maneras de generar cambios significativos de comportamiento y de desarrollo mediante la capacitación y la formación de los diferentes actores sociales.

El cambio climático es un tema de máxima importancia para la sociedad global y de interés particular para las ciencias naturales, frecuentemente abordado por los medios de comunicación y discutido en diferentes sectores de la población. El presente artículo muestra la exploración de las concepciones respecto al CO. y su influencia en el cambio climático, en un grupo de estudiantes universitarios de Química General. Para el estudio, se empleó un cuestionario tipo Likert como instrumento de pruebas inicial (pretest) y final (postest), intercaladas con una intervención didáctica basada en la experimentación con el uso de un kit para la generación, recolección e identificación de CO. y la posterior discusión de material audiovisual y bibliográfico especializado. Los resultados mostraron la existencia de preconcepciones, poco conocimiento científico del fenómeno y fuerte tendencia a pensar que el dióxido de carbono es el factor principal en los problemas de cambio climático y que el ser humano es el responsable de dicho fenómeno. La intervención didáctica fue motivante y favorable para mover las preconcepciones hacia un conocimiento científicamente más estructurado. Este estudio permite avanzar en la construcción de una propuesta de educación científica climática que realmente ayude a involucrar a la sociedad en la resolución de los problemas ambientales.

Objetivos: La presente investigación tiene como objetivo caracterizar el modo de actuación periodístico ambiental de los periodistas que incursionan en temas ambientales en Camagüey.Métodos: Se emplearon métodos del nivel teórico tales como el análisis-síntesis y la inducción-deducción, el hipotético-deductivo y el histórico-lógico para el análisis de los antecedentes históricos de la superación ambiental en el periodismo. Como métodos y técnicas del nivel empírico se utilizaron la revisión bibliográfico-documental, la encuesta, el grupo de discusión y la entrevista, así como los métodos matemático-estadísticos para caracterizar el estado actual del modo de actuación periodístico ambiental de los periodistas camagüeyanos.Resultados: En la investigación se realiza el análisis histórico del proceso de superación de los periodistas, se aborda el concepto de modo de actuación periodístico ambiental y se ofrece una caracterización de su estado actual en los periodistas camagüeyanos a partir de identificar potencialidades y limitaciones.Conclusiones: El proceso de superación ambiental de los periodistas en Cuba se ha caracterizado por haberse desarrollado de manera relativamente reciente y por su enfoque puntual y fragmentario. Aun cuando ha realizado aportes valiosos, existen vacíos en la fundamentación teórico-metodológica que permitan la formación del modo de actuación periodístico ambiental de los periodistas que incursionan en este tipo de periodismo especializado en el territorio.

This article reflects the learning process carried out within the framework of an environmental education and educational intervention project, using the Project Work Methodology (MTP), conducted in the context of preschool education in Portugal. Following a qualitative paradigm, the study aims to analyze how children develop skills through the MTP. The approach respected children's individual needs, fostering critical and creative thinking. The educational intentions constructed during the intervention led to the promotion of different types of learning among the children. The recorded evidence reveals benefits in their holistic development, confirming the formative potential of the project methodology. [ABSTRACT FROM AUTHOR]

Climate change is an extremely important issue for global society, and a special topic for natural sciences. This subject is frequently presented by communication media and discussed in different sectors of the population. This article shows the exploration of the conceptions regarding CO2 and its influence on climate change, in a group of university General Chemistry students. A Likert-type test was used as instrument for initial exploration (pretest) and final assessment (posttest), intercalated by a didactic intervention based on experimental activities with a kit for generating, collecting, and identification of CO2. These experimental activities were accompanied with a subsequent discussion about specialized (bibliographic and audiovisual) study material. Results showed the existence of misconceptions, scarce scientific knowledge on the climatic phenomenon, and a strong trend for thinking that carbon dioxide is the main factor in the climate change problems. Furthermore, student responses revealed the tendency to believe that the human being is almost the unique element responsible of such phenomenon. The didactic intervention was favorable and motivating to remove the misconceptions and build a scientifically more structured knowledge. The present work allows advancing on the construction of a (scientific) climate educational proposal for helping the society and involving the people in the solving of environmental problems. [ABSTRACT FROM AUTHOR]

This documentary research develops a study on the School Environmental Projects Program (PRAE), focusing on its theoretical and pedagogical aspects, and its influence on the formation of environmental subjectivities in the school context. The article advocates for a critical interpretation of environmental education from the principles of ecological ethics and political ecology. It problematizes the instrumental, extractivist, and conservationist approaches that have historically predominated within the field. In methodological terms, the research adopted a framework of documentary analysis, with a dual hermeneutic-emancipatory interest, and divides its structure into two complementary parts: the development of an analytical review on the institutional emergence of the PRAE under educational policies of Decree 1743 of 1994 and the National Policy of Environmental Education of 2004. This constitutes a prelude to the critical evaluation of its qualities and gaps in terms of its capacity to agency ecological subjects. It also explores the pedagogical potential of the categories of subjectivity and experience, as possible catalysts for a transcendental and meaningful environmental education through the PRAE. [ABSTRACT FROM AUTHOR]

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In 3D printing process using fused deposition modeling (FDM), filaments are used, including polylactic acid (PLA), coming from sugar cane or corn, which is melted during printing to form parts in three-dimensional layers. However, with the growing demand for 3D printing in different sectors of society, the trend is towards irregular disposal and the accumulation of this material in the form of waste. Therefore, we aim to reuse 3D printing waste made from PLA through mechanical recycling conversion. To this end, we held a 3D printing waste recycling workshop with High School and Higher students from the Instituto Federal do Amazonas Campus Manaus Distrito Industrial (IFAM CMDI). During the workshop, we asked students about 3D printing and sustainability and taught a class on the basics of 3D printing and recycling their waste. Later, the students used the single-screw extruder to form the PLA filament that can be used again in a new print. The students learned how to develop filaments for 3D printers, combining Environmental Education and Professional and Technological Education, stimulating learning and making them makers, manufacturing their own material, being able, in the long term, to undertake and work in this area. Therefore, with this PLA recycling workshop, we promote the circular economy, so that products and materials are reused, increasing their useful life and reducing waste. [ABSTRACT FROM AUTHOR]

This is a fragment of a master's research, with a qualitative approach. This article aims to analyze an intervention action in which it was sought to join forces with indigenous peoples and their powerful voices to collectively reflect on climate change and its triggers, together with eight students from the Degrees in Biology and Chemistry and seven employees of the Federal Institute of Education, Science and Technology of Rondônia. As a theoretical reference, there were used indigenous authors and environmental education authors. Conversation circles were used as a methodology for constructing dialogical spaces during the research. The results showed that providing experiences of different world representations through dialogues with native peoples and forming alliances in confronting the climate threat can contribute to the development of integrated socio-environmental thinking among subjects. It is understood the urgency of including other perspectives in education to face climate change and contemporary crises. [ABSTRACT FROM AUTHOR]

How is climate change or the climate crisis addressed in Latin American literature in the areas of education, environmental studies, public administration and political science? The aim of the article is to interpret the approach and understand the presence of environmental education in a sample of this literature. Methodologically, we carried out a systematic search and selection of texts indexed in the Web of Science, identified and classified analytical axes and carried out a synthetic analysis of the results. The analysis showed that the selected texts on climate change and crisis are crossed by the following themes: education and awareness; anthropogenic causes of climate change/crisis and their socio-economic and political consequences that unequally affect social groups and territories; and the debate on institutions and decisions in the context of national and international public policies. The results showed that environmental education is confined to the field of education and is a thematic niche. These results can contribute to the literature on climate issues. [ABSTRACT FROM AUTHOR]

The study intends to understand the perception and demands of rural producers in relation to climate change, using hermeneutic phenomenology as a basis, to contribute to Public Policies of protection and Environmental Education aimed at the family farmer. The observations and interviews were carried out in the Western region of Paraná (Brazil) and in the region of Galicia (Spain). In general, the participants perceive several climatic changes in the last years and attribute the worsening of the climate to anthropic actions. The demands involve the scarcity of financial resources, difficulty in accessing managers and decisionmakers, and the discrepancy of treatment between small and large farmers by society and public power. It is understood that there is a need to create educational actions that encourage the subject to critically reflect on production and consumption models and on public policies that contemplate family farmers as they contemplate landowners, promoting a more sustainable and less vulnerable rural development. [ABSTRACT FROM AUTHOR]

In the realm of poetry, the act of naming places serves as an intricate practice that profoundly shapes our perceptions of the land we live in. In contrast to the prevalent tendency in modern literary traditions to use abstract and standardized symbols for locations, poetry establishes unique linguistic registers to both appreciate the magnificence and acknowledge the deterioration of sites traditionally named by human communities. This paper synthesizes the outcomes of an interdisciplinary investigation that integrates critical anthropology, aesthetic studies, environmental theory, and ecocriticism. By delving into contemporary poetry from Western Mexico, the analysis explores the pedagogical utility of poetry, addressing the question: 'What insights does contemporary Western Mexican poetry offer about nature amid the planetary and civilizational crises?' The article unravels diverse connotations of nature in poetry, suggesting novel pedagogical interpretations to reterritorialize the identity of Western Mexico. This initiative counters the prevailing cultural trend that tends to obscure the distinctive attributes of the region, thereby restoring the integral connection between humans and the nature they are an intrinsic part of. [ABSTRACT FROM AUTHOR]

This article aims to demonstrate how, according to the German philosopher Hans Jonas, responsibility towards the future should be embraced as an educational task in our time, given the severity of the climate and environmental crisis affecting us. To achieve this, we intend to illustrate how this task involves a pedagogy of catastrophe (understood as a "heuristic of fear" that prepares for the avoidance of evil, thus being a political attitude) and a confirmation, maintenance, and grounding of the idea of humanity (understood as human authenticity in its interdependence with all other forms of life). We will conclude by showing how, for Jonas, the task of environmental education should foster a sense of belonging to humanity and how this task involves both raising awareness about the seriousness of the situation and promoting a lifestyle based on caution, modesty, and frugality. In this way, we aim to demonstrate how Jonas's ideas can be important for the debate on environmental education. The type of research conducted is a bibliographic analysis of the author's texts, which will be analyzed using hermeneutic methodology. Ultimately, the problem analyzed in the article is: in what ways does the ethics of responsibility proposed by Hans Jonas offer innovative insights for addressing the contemporary challenges of environmental education?. [ABSTRACT FROM AUTHOR]