El paradigma sociocrítico para una educación transformadora sobre el cambio climático en Latinoamérica

Abstract

Human activity is the main responsible for the reinforcement of the causes of climate change and the acceleration of these changes, as has been pointed out by international organizations, who have also expressed the need to promote concrete actions in education as a socially destined space for the formation of man. Our intention in this essay is to glimpse responses to these demands that go beyond a merely contemplative position of the consequences of climate change and project a more active vision considering the socio-critical epistemological paradigm to propose flexible, participative and dialogical operative ways of action that imbibe all the dimensions that make up the educational systems. This vision does not intend to impose itself as an educational perspective in the style of a curricular reform, but as a horizon of formative possibilities; thus, educating is not only a theoretical activity, but an eminently practical action, transforming the social context, which requires to stop following a linear logic of action and replace it, in any of its dimensions, by progressive educational methodologies, sensitive to open changes, adaptable to the characteristics and needs of each situation, always seeking to generate useful and relevant knowledge where all subjects participate in the understanding and construction of contextualized and sustainable solutions to climate change. We used an interpretative-hermeneutic work methodology as a foundation that guided the content analysis, typical of qualitative research traditions, from which emerged the forms of reflexive theoretical construction that we present in this essay.