State of the art of environmental education: From sustainability to the sustaining of life: Reconfigurations in latin american environmental education
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Keywords
Community-based environmental education, Territory, Decoloniality, School, Latin America
Abstract
This article presents a state-of-the-art review of environmental education based on a systematic and analytical examination of academic production, graduate theses, and regulatory frameworks at a global level, with particular attention to community-based, critical, and territorial approaches developed in Latin America. The analysis reveals a transition from normative and instrumental approaches toward critical, territorial, and decolonial perspectives that conceive the environment as a living relationship between community, school, and territory. The study offers a comprehensive synthesis for researchers and educators interested in strengthening situated and community-based environmental education practices.
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Camila Andrea León Vásquez, La Salle University. District Education Secretariat. Bogotá D.C. Colombia
Doctoral candidate in Education and Society, Universidad de la Salle, Bogotá D.C. Psychologist and Master's in Pedagogy, Universidad Mariana, Pasto, Nariño. Guidance Counselor, District Education Secretariat – Enrique Olaya Herrera School IED, Colombia.
Edwin Alberto Gómez Lindo, La Salle University. District Education Secretariat. Bogotá D.C. Colombia
Doctoral candidate in Education and Society, Universidad de la Salle, Bogotá D.C. Master's degree in Mathematics Education, Universidad Pedagógica Nacional. Teacher, District Education Secretariat – Colegio María Cano IED, Colombia.