Outra lectura da historia da educación ambiental e algún apuntamento sobre a crise do presente

[Resumo] A finalidade deste artigo é “deconstruír” a traxectoria da educación ambiental (EA) para intentar ir alén da visión histórica lineal, descontextualizada, sen suxeitos e sen conflitos, que predomina na literatura deste campo. As versións institucionalizadas adoitan partir da Conferencia de Estocolmo (1972) e rematar coa última celebración consagrada polo sistema das Nacións Unidas, fito que lle corresponde, hoxe por hoxe, ao IV Congreso Internacional sobre Educación Ambiental Tbilisi + 30, celebrado en Ahmedabad (India), no ano 2007. Neste itinerario ocupa un lugar central, equivalente a un mito fundacional, a conferencia celebrada en Tbilisi no ano 1977 e as recomendacións que nela se propuxeron. Con esta aproximación histórico-crítica preténdese achegar algunha luz –ou, cando menos, unha luz distinta– á tarefa de desentrañar e comprender a suposta –ou real– crise que se está a vivir no campo da EA e o papel que xoga nesta conxuntura o mito de Tbilisi. Como recurso metodolóxico adóptase unha aproximación analítica a medio camiño entre a arqueoloxía do discurso foucaultiana e a socioanálise de Bourdieu.[Abstract] The purpose of this paper is to “deconstruct” the trajectory of Environmental Education (EE) in order to try to go beyond the lineal historical view, decontextualized, without subjects and without conflicts, that predominates in the literature on this field. The institutional versions usually begin with the Stockholm Conference (1972) and finish with the last celebration established by the United Nations system, a milestone that is nowadays held by the 4th International Conference on Environmental Education Tbilisi + 30, held in Ahmedabad (India) in the year 2007. In this itinerary, a central position, equivalent to a founding myth, is held by the conference that took place in Tbilisi in 1977 and the recommendations that came out of it. The goal of this historical and critical approach is to shed some light -or at least a different light- on the task of unraveling and understanding the alleged -or real- crisis that is being felt in the field of EE and the role the myth of Tbilisi plays in this situation. As a methodological resource, the analytical approach taken is halfway between Foucault’s archaeology of the discourse and Bourdieu’s social analysis

Is there a hole in the ozone layer of your climate change? : from scientific culture to popular culture

Eight out of ten Spaniards think the hole in the ozone layer, caused by human actions, is the key physical cause of climate change. This belief, constructed from scientific elements (concepts, images, icons, discourse), is a product of popular culture. Science has never confirmed this relationship. It was the ability of popular culture to incorporate scientific «objects» according to its own epistemology that established and popularised the idea until it became a global cultural belief. The divergence between social and scientific representation invites us to reflect upon how contemporary societies embrace and remodel scientific culture to construct representations for interpreting reality and directing responses (or inaction) to threats identified by science

FENIX project: weaving networks through a process of environmental education in Galicia

[Resumo] A Sociedade Galega de Educación Ambiental (SGEA) recolle nos seus estatutos, entre outros, a creación de foros para facilitar o intercambio de experiencias en Educación Ambiental e a concertación de liñas de actuación e colaboración con colectivos preocupadas polo medio ambiente. O Proxecto Fénix foi unha plataforma de diagnóstico da situación da Educación Ambiental en Galicia e a actualización da Estratexia Galega de Educación Ambiental, que durante catro anos, funcionou como un proceso de traballo en rede a través do intercambio de coñecementos e o contraste de opinións. Coa filosofía de traballo en rede buscábase á xeración de coñecemento e á súa socialización entre os actores e, tamén, un procesos de cambio e transformación na sociedade galega.[Abstract] The Galician Society for Environmental Education (SGEA) statutes declare, among other aspects, the need to create forums to facilitate the exchange of experiences in Environmental Education and the adoption of lines of activity and collaboration with other groups concerned about the environment. The Phoenix Project was a platform for diagnosing the status of Environmental Education in Galicia and the updating of the Galician Strategy for Environmental Education, which for four years worked as a networking process through the exchange of knowledge and comparing opinions. With the philosophy of networking the goal was to generate knowledge and its socialisation

Educación ambiental y cultura de la sostenibilidad: construyendo la transición ecológica

Integra todas as sesións plenarias e comunicacións presentadas ao Congreso Internacional 2021 da Sociedad Iberoamericana de Pedagogía Social (tamén XXXIII Seminario Interuniversitario de Pedagogía Social) que, baixo o mesmo título que o do libro, foi desenvolvido na Facultade de Formación do Profesorado do Campus de Lugo.Axudas para Grupos de Referencia Competitiva da Xunta de Galicia

A sociedade española ante o cambio climático: coñecementos e valoración do potencial de ameaza

[Resumo] A urxencia de actuar para minimizar as consecuencias do cambio climático (CC) e para facilitar a adaptación das sociedades humanas ao seu impacto inevitable fai cada vez máis necesario considerar o “factor social” no deseño das políticas de resposta. Por “factor social” entendemos o conxunto de dimensións que definen a representación social que do CC está construindo a sociedade, desde a información científica que se integra e reelabora na cultura común, ata as valoracións sobre o seu potencial de ameaza e os hábitos asociados co problema. Este artigo explora os datos dun estudo demoscópico financiado pola Fundación Mapfre e realizado no ano 2008 sobre unha mostra representativa da poboación española de 18 e máis anos. Do conxunto de dimensións estudadas, este artigo céntrase máis en concreto na análise do balance de coñecementos e crenzas sobre o CC e na valoración do seu potencial de ameaza por parte da sociedade española.[Abstract] It is essential to consider the “social factor” in the design of response policies in order to minimise the consequences of climate change (CC) and help ease the adaptation of world population to its inevitable impact. The concept of “Social factor” comprises a group of social dimensions that society is building upon CC, such as scientific information formed within culture, the evaluation of potential threats and attitudes associated with the problem. This article examines data from an opinion poll carried out in 2008 and funded by Mapfre Foundation that took place with a representative sample of Spanish people of 18 and over. This study is mainly based on analysis of the Spanish society knowledge and beliefs about climate change and on the evaluation of the potential threats

Regarding the Montreal Protocol communication after the Kigali Amendment

The Kigali Amendment introduced a new family of chemical compounds, which do not contribute to stratospheric ozone depletion but present a high global warming potential, under the watch of the Montreal Protocol in 2016. Earlier this year, a press note from the World Meteorological Organization entitled “Ozone layer recovery is on track, helping avoid global warming by 0.5°C” caught our attention because of the wrong conclusions that can be potentially drawn by laypersons due to an apparent linkage of ozone depletion and global warming problems. Public communication of the Montreal Protocol since the Kigali Amendment should be more careful than ever to avoid lessening the social perception of the threat of climate change, particularly considering that society already has a distorted representation of these problems, assuming causal relations between ozone depletion and climate change, that could lead to unfounded optimism towards the climate crisisThis research was supported by Resclim@tiempo project (PID2022-136933OB-C21), funded by MCIN/AEI/10.13039/501100011033 and by “ESF Investing in your future”S

Apresentação

A questão ambiental é um dos desafios colocados pela sociedade contemporânea a todos os níveis de formação institucionalizados, em especial, ao ensino superior. Este desafio tem apontado para a necessidade de construção de um novo projeto de universidade, que leve em conta as inovações na formação acadêmica que articulam novos arranjos de conhecimento e outras possibilidades de relação entre a ciência, a prática social e as políticas públicas. As instituições de ensino superior respondem a este desafio recompondo a problemática ambiental que a ela retorna, levantando outras questões e interferindo, sobretudo, na pesquisa e na formação acadêmica. Complexidade, interdisciplinaridade, educação ambiental, sustentabilidade e outros conceitos e noções passam a fazer parte do vocabulário da cultura acadêmica. A graduação e a pós-graduação reconstroem os espaços de conhecimento e criam novos cursos de formação para atender as solicitações da sociedade em torno da questão ambiental. Se há um processo de ambientalização da universidade em marcha, há o seu corresponde em termos de formação de ideias, opiniões, representações e conhecimentos

Education on climate risks and their implications for health

The paper presents a descriptive study that analyzes the relationship between science and common culture in the social representations of problems arising from climate change, stressing the importance of promoting adequate communication and education on climate risks and their implications for health. The global climate change on Earth due to natural and anthropogenic causes that occurs at different time scales is a matter of controversy among scientists, policy makers and especially among ordinary citizens who are informed, generally, for the most common means of communication, creating a common culture in relation to this aspect that reveals very interesting facts about what is meant and is known for Climate Change and the consequences that such knowledge can lead to mitigate or otherwise increase. The construction of the common culture on climate change and the problems that entails is comprised of different construction way scientific element; so that knowledge of the common culture on Climate Change can improve education and communication about the threat of it to health. The study was conducted from the selection of a significant sample of 512 university students taking as independent variables the branch of knowledge and the course. Has been used as a tool for data collection a questionnaire with 45 questions of closed type, of which the first 32 questions are made with the intention of assessing students' knowledge regarding Climate Change and the remaining 13 questions are related personal and subjective aspectsThis paper is part of the research RESCLIMA project supported by the Ministry of Economy & Competitiveness, Government of Spain (EDU2015-63572-P)S