Environmental education, knowledges in dialogue in the context of climate change

Abstract

In this article, the objective is to reflect on the question: what does it mean to build knowledge for one education that is thought to be environmental and Latin American, within the framework of interculturality and decolonial thinking? It arises from an investigation in environmental education about the social representations of climate change of primary school teachers and the knowledge of the sages of an indigenous community. The research was qualitative, the information was obtained through interviews, questionnaires and a narrated drawing, the method of analysis was inductive. Contrasts and similarities are identified that show that context influences the construction of meanings. The urgency of thinking about teacher professionalization programs that address the importance of new forms of understanding and social organization in diverse contexts, articulated with community sense, self-managed and emancipatory, that enable a dignified and sustainable life (good living) to contribute to overcome the climatic and environmental crisis.