Teaching representations on pedagogical strategies to address environmental problems in the colombian school

Abstract

The continuous irrational exploitation of natural resources on the planet has generated a deterioration of the biotic environment that affects the different economic and social processes of human beings. Given this, Environmental Education is called to the formation of the new citizen who regains a protective conscience through knowledge and making the right decisions to solve global problems, develop socio-environmental values ​​and embrace friendly living practices with the different forms of life. Environmental education in educational institutions must generate strategies that allow transformations of the environmental reality. In this research article, the aim is to determine the representations about the use of pedagogical strategies by teachers in addressing environmental problems in the school environment. This research is interpretative, qualitative, under a phenomenological design. Official educational institutions of the Municipality of Montería – Colombia were carried out, the information collection instrument was the semi-structured interview, choosing a teacher per institution participating in the School Environmental Projects. From the results, it is highlighted that the pedagogical strategies addressed by teachers in school environmental problems were: use of ICT in environmental education, transformation of solid waste as behavioral change in students, link to the educational community in environmental processes. The School Environmental Projects (PRAE) and promote exchanges of significant environmental experiences in the educational community.