Publication: Educación y cambio climático. Una aproximación desde la ESO
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2021-07
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Universitat Autònoma de Barcelona
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Abstract
La aceptación del cambio climático (CC) lleva implícito el reconocimiento de su
origen antropogénico y la responsabilidad de las sociedades actuales para mitigarlo
y reducirlo, una posición que tiene un sustrato ideológico que conecta con planteamientos
políticos que defienden que el sistema educativo es la institución más
adecuada para la Alfabetización Climática (AC) formal de las nuevas generaciones.
En este artículo analizamos la situación de la AC en la etapa de la Educación Secundaria
Obligatoria (ESO) en España desde la perspectiva de los administradores
y educadores. Es una investigación exploratoria basada en técnicas cualitativas
realizada en las Comunidades Autónomas de Madrid y Extremadura. Los resultados
evidencian mínimas diferencias entre ambas Comunidades Autónomas en relación
con el tratamiento que se hace del cambio climático en sus respectivos curriculum
escolares a pesar de las diferencias ideológicas de sus gobiernos.
Acceptance of Climate Change (CC) implies the recognition of its anthropogenic origin and therefore the responsibility of current societies to mitigate and reduce it. This position has an ideological substrate that connects with political approaches that defend that the education system is the most appropriate institution for the Climate Literacy (CA) of the new generations. In this article we analyze the situation of CA in the Obligatory Secondary Education (ESO) stage in Spain from the perspective of administrators and teachers. It is an exploratory research based on qualitative methodology carried out in the Autonomous Communities of Madrid and Extremadura. The results show minimal differences between both Autonomous Communities regarding the treatment of climate change in their respective school curricula despite the ideological differences of their governments.
Acceptance of Climate Change (CC) implies the recognition of its anthropogenic origin and therefore the responsibility of current societies to mitigate and reduce it. This position has an ideological substrate that connects with political approaches that defend that the education system is the most appropriate institution for the Climate Literacy (CA) of the new generations. In this article we analyze the situation of CA in the Obligatory Secondary Education (ESO) stage in Spain from the perspective of administrators and teachers. It is an exploratory research based on qualitative methodology carried out in the Autonomous Communities of Madrid and Extremadura. The results show minimal differences between both Autonomous Communities regarding the treatment of climate change in their respective school curricula despite the ideological differences of their governments.
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Keywords
Cambio climático, Sistema educativo, Ideología, Educational systems, Ideology, Climate change
Bibliographic citation
Caballero Guisado, Manuela; Baigorri Agoiz, Artemio & Pardo Buendía, Mercedes (2021). Educación y cambio climático. Una aproximación desde la ESO. Athenea Digital, 21(2), e2293