The collaborative research presentedin this article was carried out by members of Environmental E... more The collaborative research presentedin this article was carried out by members of Environmental Education for Sustainability, a program attached to the Educational Research Institute at Universidad Veracruzana, Mexico. This interdisciplinary working group investigates challenges and problems related to environmentaland educational processes from aperspective that includes social con-text in a political action framework.These investigations follow the 2030UN Agenda for Sustainable Devel-opment, especially the SustainableDevelopment Goals (SDGs) that correspond to climate action (SDG13), but they also address sustainable cities and communities (SDG 11). In addition, research problems relatedto other goals such as quality edu-cation (SDG 4), good health andwell-being (SDG 3), and responsibleconsumption and production (SDG12) are addressed indirectly. In this investigation, the researchers were centrally located in urban, peri-urban, and rural areas in order to view education from both inside and outside of the school environment (e.g., community, virtual schools,etc.). Their work focused on different population sectors, for example, civil society organizations, indigenous peoples, the school community,and others.
New challenges for environmental education: vulnerability and social resilience in the face of cl... more New challenges for environmental education: vulnerability and social resilience in the face of climate change. The state of Veracruz, Mexico, has suffered frequent flooding in recent years linked to climate change. The aim of this study was to identify the vulnerability and social resilience in school youth at three locations: Cotaxtla, Tlacotalpan y José Cardel. A survey was applied to 411 students and interviews were carried out with 16 key stakeholders. The findings of this consultation process indicated a lack of knowledge in the actions to manage their vulnerability and the regional impacts aggravated by climate change, which was used as an input to design environmental education workshops on the vulnerability and social resilience to climate change. A total of 436 students and 42 teachers participated in the workshops, with involvement from government agencies. This process achieved a greater sensibilization of the students and teachers to the regional impacts of climate change, mitigation and adaptation actions, inter and intracommunity networks were developed and risk maps were created. The work carried out is the beginning in a series of environmental education tasks that need to be developed, with the aim that the communities, through their social learning, can strengthen and energize their social resilience in the face of the risks of climate change.
Southern African Journal of Environmental Education, 2019
The processes involved in moving from vulnerability to resilience imply shared commitments betwee... more The processes involved in moving from vulnerability to resilience imply shared commitments between community and social actors. This paper documents such a shared experience among groups of high school learners from three cities in Veracruz state, Mexico, which have been periodically affected by extreme weather conditions. Earlier research carried out with high school learners and teachers analysed the resilience that the community demonstrated while coping with, and recovering from, an environmental contingency. In this initial research stage, we obtained information from official sources, and from questionnaires and interviews on the physical and social elements that impact the learners' vulnerability. In addition, we identified the participants' interest in being involved in processes to build resilient communities. With all this information, it was then possible to make progress in the development of strategies towards building the relevant capacities in those high school learners interested in becoming change agents in their own communities. The research also contributed to the creation of intra-community contingency support networks in the three municipalities participating in the study. In addition, high school learners and teachers became interested in initiating environmental protection activities and in taking on the commitment to communicate their concerns to decision-makers in their own communities to try and influence public policy. Accordingly, these actions and shared commitments can be seen to foster community and social resilience. Resumen Los procesos para transitar de la vulnerabilidad a la resiliencia implican compromisos compartidos entre comunidad y actores sociales. Este artículo muestra la experiencia participativa con población joven, alumnos de bachillerato, de tres municipios del estado de Veracruz, México, periódicamente afectados por fenómenos hidrometeorológicos extremos. Se realizó con anterioridad una investigación con alumnos y docentes de bachillerato, relacionada con la resiliencia comunitaria que ellos gestionan para sobrellevar y recuperarse de una contingencia ambiental. En estas etapas iniciales de la investigación, se obtuvo información de fuentes oficiales, cuestionarios y entrevistas, sobre elementos físicos y sociales que propician su vulnerabilidad. Además identificamos el interés de los participantes por involucrarse en procesos para crear comunidades resilientes. Con esta información, fue entonces posible avanzar en el desarrollo de estrategias orientadas a la formación de capacidades en los alumnos de estos bachilleratos interesados en convertirse en agentes de cambio de sus propias comunidades. También se favoreció la creación de redes intracomunitarias de apoyo ante contingencias para los tres municipios participantes en el estudio. Asimismo, emergió el interés en los
The coastline along the state of Veracruz is one of the stretches of coast most exposed to the re... more The coastline along the state of Veracruz is one of the stretches of coast most exposed to the recurrent impact of extreme hydro-meteorological phenomena in the Gulf of Mexico. Populations in this territory have in recent years been severely affected by an increasing number of disasters caused by tropical cyclones. This article examines whether students in the last two years of high school (bachillerato) in these municipalities are aware of the risks, and also identifies whether such extreme episodes have increased the collective capacity to recover, adapt and transform: in other words, not only to cope with periodic events but to build new living conditions. The sample comprised 411 high school students living in three municipalities in the state of Veracruz that have been seriously affected by recent floodings. The fieldwork is supported by an ad hoc methodological design with non-probabilistic samples of high school students. Findings indicate low levels of recognition regarding the problem of flooding in comparison with other risk factors. Consequently, risk prevention and reduction measures to tackle this phenomenon have been undervalued.
Los constantes y acelerados cambios en la actual conformación geopolítica global inciden en la re... more Los constantes y acelerados cambios en la actual conformación geopolítica global inciden en la reconfiguración de la vida en poblaciones rurales de linaje indígena y en sus significaciones sobre la Naturaleza, al modificar los principios fundamentales de sus relaciones socioam-bientales. Las fuentes externas de intervención en estas comunidades, como los programas públicos, la escuela y las religiones judeo-cristianas, incorporan contenidos de la episteme moderna al conjunto de procesos de significación propios que explican el mundo. Desde esta conflictiva mezcla de sistemas epistemológicos se construyen concepciones sobre la Natu-raleza que reflejan las contradicciones entre los modos propios de sentirla-vivirla, y los de racionalizarla desde el pensamiento moderno que se han introducido en ellas. Palabras clave: significación de la Naturaleza, comunidades indígenas, epistemologías, ontología. The constant and accelerated changes in the current global geopolitical formation affect the lifestyle's reconfiguration in rural populations of indigenous lineage and their understanding of Nature, by modifying the fundamental principles of their socio-environmental relations. The external sources of intervention in these communities, such as public programs, school and Judeo-Christian religions, incorporate contents of the modern episteme to the originals processes of signification of the world. From this conflictive mix of epistemological systems, are built conceptions about Nature that reflect the contradictions between their own ways of feeling-living it, and the modern logics' way of racionalization that has been introduced into their cultures.
The collaborative research presentedin this article was carried out by members of Environmental E... more The collaborative research presentedin this article was carried out by members of Environmental Education for Sustainability, a program attached to the Educational Research Institute at Universidad Veracruzana, Mexico. This interdisciplinary working group investigates challenges and problems related to environmentaland educational processes from aperspective that includes social con-text in a political action framework.These investigations follow the 2030UN Agenda for Sustainable Devel-opment, especially the SustainableDevelopment Goals (SDGs) that correspond to climate action (SDG13), but they also address sustainable cities and communities (SDG 11). In addition, research problems relatedto other goals such as quality edu-cation (SDG 4), good health andwell-being (SDG 3), and responsibleconsumption and production (SDG12) are addressed indirectly. In this investigation, the researchers were centrally located in urban, peri-urban, and rural areas in order to view education from both inside and outside of the school environment (e.g., community, virtual schools,etc.). Their work focused on different population sectors, for example, civil society organizations, indigenous peoples, the school community,and others.
New challenges for environmental education: vulnerability and social resilience in the face of cl... more New challenges for environmental education: vulnerability and social resilience in the face of climate change. The state of Veracruz, Mexico, has suffered frequent flooding in recent years linked to climate change. The aim of this study was to identify the vulnerability and social resilience in school youth at three locations: Cotaxtla, Tlacotalpan y José Cardel. A survey was applied to 411 students and interviews were carried out with 16 key stakeholders. The findings of this consultation process indicated a lack of knowledge in the actions to manage their vulnerability and the regional impacts aggravated by climate change, which was used as an input to design environmental education workshops on the vulnerability and social resilience to climate change. A total of 436 students and 42 teachers participated in the workshops, with involvement from government agencies. This process achieved a greater sensibilization of the students and teachers to the regional impacts of climate change, mitigation and adaptation actions, inter and intracommunity networks were developed and risk maps were created. The work carried out is the beginning in a series of environmental education tasks that need to be developed, with the aim that the communities, through their social learning, can strengthen and energize their social resilience in the face of the risks of climate change.
Southern African Journal of Environmental Education, 2019
The processes involved in moving from vulnerability to resilience imply shared commitments betwee... more The processes involved in moving from vulnerability to resilience imply shared commitments between community and social actors. This paper documents such a shared experience among groups of high school learners from three cities in Veracruz state, Mexico, which have been periodically affected by extreme weather conditions. Earlier research carried out with high school learners and teachers analysed the resilience that the community demonstrated while coping with, and recovering from, an environmental contingency. In this initial research stage, we obtained information from official sources, and from questionnaires and interviews on the physical and social elements that impact the learners' vulnerability. In addition, we identified the participants' interest in being involved in processes to build resilient communities. With all this information, it was then possible to make progress in the development of strategies towards building the relevant capacities in those high school learners interested in becoming change agents in their own communities. The research also contributed to the creation of intra-community contingency support networks in the three municipalities participating in the study. In addition, high school learners and teachers became interested in initiating environmental protection activities and in taking on the commitment to communicate their concerns to decision-makers in their own communities to try and influence public policy. Accordingly, these actions and shared commitments can be seen to foster community and social resilience. Resumen Los procesos para transitar de la vulnerabilidad a la resiliencia implican compromisos compartidos entre comunidad y actores sociales. Este artículo muestra la experiencia participativa con población joven, alumnos de bachillerato, de tres municipios del estado de Veracruz, México, periódicamente afectados por fenómenos hidrometeorológicos extremos. Se realizó con anterioridad una investigación con alumnos y docentes de bachillerato, relacionada con la resiliencia comunitaria que ellos gestionan para sobrellevar y recuperarse de una contingencia ambiental. En estas etapas iniciales de la investigación, se obtuvo información de fuentes oficiales, cuestionarios y entrevistas, sobre elementos físicos y sociales que propician su vulnerabilidad. Además identificamos el interés de los participantes por involucrarse en procesos para crear comunidades resilientes. Con esta información, fue entonces posible avanzar en el desarrollo de estrategias orientadas a la formación de capacidades en los alumnos de estos bachilleratos interesados en convertirse en agentes de cambio de sus propias comunidades. También se favoreció la creación de redes intracomunitarias de apoyo ante contingencias para los tres municipios participantes en el estudio. Asimismo, emergió el interés en los
The coastline along the state of Veracruz is one of the stretches of coast most exposed to the re... more The coastline along the state of Veracruz is one of the stretches of coast most exposed to the recurrent impact of extreme hydro-meteorological phenomena in the Gulf of Mexico. Populations in this territory have in recent years been severely affected by an increasing number of disasters caused by tropical cyclones. This article examines whether students in the last two years of high school (bachillerato) in these municipalities are aware of the risks, and also identifies whether such extreme episodes have increased the collective capacity to recover, adapt and transform: in other words, not only to cope with periodic events but to build new living conditions. The sample comprised 411 high school students living in three municipalities in the state of Veracruz that have been seriously affected by recent floodings. The fieldwork is supported by an ad hoc methodological design with non-probabilistic samples of high school students. Findings indicate low levels of recognition regarding the problem of flooding in comparison with other risk factors. Consequently, risk prevention and reduction measures to tackle this phenomenon have been undervalued.
Los constantes y acelerados cambios en la actual conformación geopolítica global inciden en la re... more Los constantes y acelerados cambios en la actual conformación geopolítica global inciden en la reconfiguración de la vida en poblaciones rurales de linaje indígena y en sus significaciones sobre la Naturaleza, al modificar los principios fundamentales de sus relaciones socioam-bientales. Las fuentes externas de intervención en estas comunidades, como los programas públicos, la escuela y las religiones judeo-cristianas, incorporan contenidos de la episteme moderna al conjunto de procesos de significación propios que explican el mundo. Desde esta conflictiva mezcla de sistemas epistemológicos se construyen concepciones sobre la Natu-raleza que reflejan las contradicciones entre los modos propios de sentirla-vivirla, y los de racionalizarla desde el pensamiento moderno que se han introducido en ellas. Palabras clave: significación de la Naturaleza, comunidades indígenas, epistemologías, ontología. The constant and accelerated changes in the current global geopolitical formation affect the lifestyle's reconfiguration in rural populations of indigenous lineage and their understanding of Nature, by modifying the fundamental principles of their socio-environmental relations. The external sources of intervention in these communities, such as public programs, school and Judeo-Christian religions, incorporate contents of the modern episteme to the originals processes of signification of the world. From this conflictive mix of epistemological systems, are built conceptions about Nature that reflect the contradictions between their own ways of feeling-living it, and the modern logics' way of racionalization that has been introduced into their cultures.
The Journal of Environmental Education, Mar 11, 2016
ABSTRACT In light of the challenging developmental issues confronting the countries of Latin Amer... more ABSTRACT In light of the challenging developmental issues confronting the countries of Latin America, this response article analyzes the power and resistance of education for sustainable development from both theoretical and policy perspectives. Of particular concern are the neo-productivist strategies driving the latest stage of capitalist development. This needed discussion about education and development fluctuates between necessity and contingency. Derrida's concept of the “constitutive outside” accounts for how existing tensions within education for sustainable development inform the need for new identification models that are open, unsteady, incomplete, and relational. The constitutive outside also recovers the notion of “tragic optimism” (Santos, 2009) for clarifying the complexity of the struggle for emancipation and the confidence of the human capacity to create horizons of possibility. This confidence and capacity cannot be objectified from the impossible discourse (and palimpsest) of the texts/policies of education for sustainable development.
The article underlines the evident link between the present consumption model and environmental d... more The article underlines the evident link between the present consumption model and environmental degradation, and invites us to work towards sustainable consumption. This means re enforcing all of the practices orientated towards the substitution or minimisation of consumption of goods that are deemed critical from the environmental point of view, and encourage a different rational to spread a consumption model that considers the quality of the product and the conditions of its production distinguishing necessity from desire. A consumption model that contributes to the promotion of greater social equality and less environmental stress, through educational processes that stimulate critical thought at the moment of choice between various options, avoiding choosing those that are promoted as status symbols. Environmental education for sustainable consumption must also take into consideration products offered from companies or countries that promote superfluous or extravagant consumption, that use child labour and slaves, that do not adopt measures for environmental protection through emissions and waste control, that are not eco-efficient, that do not protect their workers from risks at work, that pay poor salaries or receive tax exemptions, special subsidies or preferential treatment that creates an unfair advantage over other countries. In the same way, education for sustainable consumption must raise attention to publicity campaigns, in a context in which the target population is seen as a passive client and vehicle to globalise the material ways of life of the North Western countries. School on its own however cannot reach the results that are urgently needed: it is necessary to fight on a broader front, that involves key social actors and to be aware that we are fighting a long battle.
Agenda 21 recognised that profound change in lifestyles, in development styles, and in styles of ... more Agenda 21 recognised that profound change in lifestyles, in development styles, and in styles of thought and nowledge were fundamental to achieving sustainability. All of these changes are related to educational processes designed to raise public awareness, informed ...
Educacion y comunicacion para el cambio climatico. Un punto de vista critico de los obstaculos y ... more Educacion y comunicacion para el cambio climatico. Un punto de vista critico de los obstaculos y resistencias - Climate change has become a recurring issue not only in media, but also in common citizens’ daily life. Several phenomena - shortage and consequent high cost of food, increased vulnerability of coastal areas, desertification, etc - are ascribed to its effects. The public and political interest around climate change has reinforced the importance of environment in the national and international agenda after the silence followed to the Rio '92 Conference. Climate change presents extreme epistemological complexity because it condenses the multiple contents that scientific disciplines use to keep separated. It also calls for a new definition of environmental literacy: not a simple acquisition of information about the environment, but a process lean on a political and ethical substratum, and on a critical social practice, referring to the idea of citizenship.
Without having yet overcome the problems that gave rise to climate change, the field of environme... more Without having yet overcome the problems that gave rise to climate change, the field of environmental education faces new challenges because of the onslaughts of this phenomenon. Growing contingents of people in many parts of the world are periodically affected by extreme hydro-meteorological phenomena, such as severe droughts in Africa and increasingly intense cyclones that affect tropical coastal areas. These environmental threats can be aggravated by decades of investment in development programs at the global and local levels that end up affecting vulnerable populations the most. Its consequences have generated synergic processes of humanitarian emergencies of unprecedented magnitude, in the form of increasing waves of temporary or permanently displaced populations, because of disasters, water and food shortages, as well as armed conflicts and social violence that demand more resources to alleviate long-standing poverty and environmental degradation. This complex situation entail...
Tratándose de un desafío de global magnitud, el cambio climático amerita de una urgente atención ... more Tratándose de un desafío de global magnitud, el cambio climático amerita de una urgente atención por parte de todos los actores sociales. Aunque exista un pequeño grupo de escépticos que ponga en duda la alta responsabilidad de la actividad humana hacia este fenómeno, es evidente el impacto que el cambio climático ha tenido y tiene sobre los ecosistemas, así como sobre el incremento de los procesos de degradación ambiental. Por tal motivo, es inminente para la protección de los seres humanos y de todas las especies vivas del planeta, priorizar la adopción de medidas de mitigación y de adaptación hacia las causas y consecuencias del cambio climático. En este artículo se presentan los principales resultados de una investigación realizada con el objetivo de conocer la representación social que sobre el cambio climático tienen los jóvenes universitarios. Algunos aspectos teóricos y metodológicos sobre las representaciones sociales y el cambio climático son abordados en la primera parte ...
Los constantes y acelerados cambios en la actual conformación geopolítica global inciden en la re... more Los constantes y acelerados cambios en la actual conformación geopolítica global inciden en la reconfiguración de la vida en poblaciones rurales de linaje indígena y en sus significaciones sobre la Naturaleza, al modificar los principios fundamentales de sus relaciones socioambientales. Las fuentes externas de intervención en estas comunidades, como los programas públicos, la escuela y las religiones judeo-cristianas, incorporan contenidos de la episteme moderna al conjunto de procesos de significación propios que explican el mundo. Desde esta conflictiva mezcla de sistemas epistemológicos se construyen concepciones sobre la Naturaleza que reflejan las contradicciones entre los modos propios de sentirla-vivirla, y los de racionalizarla desde el pensamiento moderno que se han introducido en ellas.
The UNITWIN/UNESCO Chairs Programme, launched in 1992, today forms an extensive network of inter-... more The UNITWIN/UNESCO Chairs Programme, launched in 1992, today forms an extensive network of inter-university cooperation involving more than 700 higher education institutions in 128 countries worldwide. Through knowledge sharing and collaborative research in the priority areas of UNESCO's work in education, the natural and social sciences, culture, communication and information, the Chairs provide a vital contribution to the Organization's mission. The current volume focuses on the activities undertaken by UNESCO Chairs dedicated to the field of Education for Sustainable Development (ESD) within the context of the UN Decade of ESD which culminated in the UNESCO World Conference on ESD, held in Aichi-Nagoya, Japan, 2014. The case studies included, showcase the good practices, applied research and curricula innovations pioneered by the individual UNESCO Chairs, as well as highlighting the challenges and lessons learned both for the new follow-up Global Action Programme (GAP) on ESD and the wider Education 2030 Agenda.
The chapter explores the role that education plays in a context of growing conflict that magnifie... more The chapter explores the role that education plays in a context of growing conflict that magnifies the usual challenges faced by environmental education. The promotion of extractive megaprojects (opencast mining, micro-dams, shale gas extraction), including several preconized as alternative production and sustainable energy strategies (giant wind turbines), has resulted in social conflicts as a result of the breakdown of community ties, the destruction of regional economies, the loss of cultural diversity and the degradation of environments. In areas where such investments are located, local relationships have been disjointed and then selectively integrated and subordinated to globalized value chains led by large transnational corporations. This chapter ends with consideration of strategies that can be undertaken to strengthen local resilience against the onslaught of huge economic forces that tend to elicit the subjection of local governments.
El presente capítulo proporciona un breve análisis del municipio de Teocelo, Ver. que incluye alg... more El presente capítulo proporciona un breve análisis del municipio de Teocelo, Ver. que incluye algunos datos sociales, demográficos y ambientales, enfatizando la información sobre la situacion actual en materia de educación y comunicación en el mismo. Se argumenta acerca de la necesidad de tomar medidad de adpatación y mitigación ante el cambio climático y formula algunas recomendaciones en tal sentido.
Once again, as is the case whenever instances of natural or social phenomena are identified as pa... more Once again, as is the case whenever instances of natural or social phenomena are identified as part of the complex, multifaceted, permanent contemporary crisis, education is mentioned as a necessary resource; it is, however, more of an instrument than an end. What problems gravitate to this recurrent demand for education? This chapter sets out to provide a few answers.
In this chapter we will broach the implications of the inconvenient legacy for the development of... more In this chapter we will broach the implications of the inconvenient legacy for the development of educational program to address climate change, and we will then discuss some of the main obstacles and social objetions to the promotion of these programs.
La aparición de la educación ambiental en el marco de las políticas educativa y ambiental ha sido... more La aparición de la educación ambiental en el marco de las políticas educativa y ambiental ha sido dispar en México. En el caso del sector educativo, la educación ambiental ha desempeñado un papel bastante marginal, puesto que ha sido considerada como uno más de los muchos campos emergentes que aparecieron durante las décadas de los ochenta y noventa (entre otros: género, derechos humanos, paz, consumo) y ha sido tratada más como contenido (puntual y centrado en las ciencias naturales), que como proceso.
Resumen: El objetivo de la investigación que se presenta fue analizar y contrastar las representa... more Resumen: El objetivo de la investigación que se presenta fue analizar y contrastar las representacio-nes sociales (RS) sobre cambio climático (CC) de estudiantes de secundaria y bachillerato de España y México. La metodología fue de corte cualitativo, utilizando esquemas gráfi cos y entrevistas semiestructuradas, con un enfoque procesual. Los hallazgos re-velan la construcción de diversos tipos de RS, predominando, en ambos grupos, la que privilegia información sobre aspectos biofísicos del CC. Esta cualidad común deriva de procesos globalizados de difusión del fenómeno. También, en porcentajes similares, ambos grupos expresan una visión lejana acerca de sus afectaciones. En la mayoría de los casos reconocen la infl uencia antrópica en el CC y las consecuencias en el medio natural. Asimismo, se advierte el infl ujo del discurso mediático sobre el fenómeno. Abstract: Th e objective of the current study was to analyze and contrast the social representations of climate change among secondary students in Spain and high school students in Mexico. Th e methodology was qualitative and used graphic systems and semi-structured interviews, with a procedural approach. Th e fi ndings reveal the construction of diverse types of social representations, and predominant in both groups are representations that favor information on the biophysical aspects of climate change: a result of globalized processes involving the spread of information about the phenomenon. Both groups also express, in similar percentages, a distant view of the aff ects of climate change. Most cases recognize the anthropic infl uence on climate change and the consequences for the environment. In addition, media involvement in the phenomenon is recognized. Palabras clave: representación social, educación ambiental, educación media, edu-cación media superior.
En este artículo exploramos las dimensiones de la crisis climática a partir de la articulación ra... more En este artículo exploramos las dimensiones de la crisis climática a partir de la articulación radical de lo científico, lo político y lo social que provoca la procrastinación de medidas de respuesta que permitirían encarar mejor los desafíos de este problema. A esta perspectiva la hemos denominado la triple hélice del cambio climático. Enfatizamos la dimensión educativa y, particularmente, la investigación e intervención educativas no solo en las escuelas, sino en el conjunto de espacios de la vida cotidiana que tendrían que cambiar rápido su cultura energética para poder transitar hacia una sociedad baja en carbono, así como la necesidad de construir un currículum de emergencia que facilite la constitución de ecociudadanía. Abstract: In this article, we explore the dimensions of the climate crisis. We start with the radical articulation of scientific, political, and social aspects that delays improved responses to the problem. We refer to this perspective as the triple driver of climate change. We emphasize the educational dimension, and in particular, educational intervention and research not only in schools, but also in the spaces of daily life that would have to change their energy culture to move toward a low-carbon society. We also point to the need to build an emergency curriculum that facilitates the constitution of eco-citizenship. Palabras clave: educación ambiental; cambio climático; currículum de emergencia.
El cambio climático constituye el desafío más importante de la humani-dad para el presente siglo.... more El cambio climático constituye el desafío más importante de la humani-dad para el presente siglo. Se trata de un complejo fenómeno resultante del proceso civilizatorio en boga que desestabilizará aún más los ciclos y dinámicas naturales y sociales de todo el globo. Por ello, desconcierta la apatía que las ciencias sociales y la educación han manifestado y ma-nifiestan sobre este problema en la trayectoria actual hacia un colapso generalizado. En el artículo se analizan críticamente las dos vertientes fundamentales de respuesta que se formulan con finalidades educativas en esta materia. Discutimos sus alcances y limitaciones, y revisamos posi-bilidades más fecundas en términos de eficacia colectiva, con el propósito de fortalecer la capacidad y la disposición de las personas y las comuni-dades de lograr cambios significativos apremiantes, que contribuyan a evitar los peores escenarios posibles de la crisis climática. Climate change constitutes humanity's most important challenge for this century. It is a complex phenomenon resulting from the prevailing civilizing process which will further destabilize global natural and social cycles. Therefore, the apathy which the social sciences and education have displayed, and continue to display, on the issue along our current trajectory toward generalized collapse is disconcerting. The article offers a critical analysis of the two fundamental lines of response on the subject formulated for educational purposes. We discuss their scope and limitations, and examine more fertile possibilities in terms of collective effectiveness, with the aim of strengthening the capacity and willingness of people and communities to effect urgent significant changes which help to avoid the worst possible scenarios of the climate crisis.
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Papers/artículos en revistas by Edgar Gonzalez-Gaudiano