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Author: Elizabeth María
Uzcategui Herrera
Universidad Pedagógica
Experimental Libertador, UPEL
Barinas,
Venezuela
Environmental Quality from the Community in the School
Context
Abstract
The objective of the research was to study the perspectives of
environmental quality in the educational context in the teachers of the
Francisco Ribas Initial Education Center, Barinas municipality, Barinas state.
The study responds methodologically to the qualitative paradigm. The type of
study in an action research and field design. Five (05) subjects of study who
work in the aforementioned institution were considered. The technique and
instrument for collecting the information used was direct observation and as an
instrument an in-depth interview. Hence, the technique and analysis of the
information was categorized with the contents and proceeded to the
Triangulation; likewise, the process of theorization was carried out. The
results obtained were focused on: (1) Teachers maintain a positive attitude
towards the environment from the educational action, through pedagogical
orientations, conversations and reflections on the conservation of the
environment; (2) The measures they take are through the reflection of reading
short stories, cleaning the gardens, parks and rivers; (3) Actions were planned
to guide the action plan framed in the conservationist thinking, positive
attitude, promotion of actions to know, to be, to live together and to learn to
do, quality of life in Environmental Education, teacher-student relationship.
The conclusions were focused on the educators received with enthusiasm and
conviction to improve the quality of life in the implementation of actions
towards strengthening the environment.
Keywords: environmental quality; community; school.
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Date Received: 05-02-2018 |
Date Acceptance: 25-05-2018 |
La
Calidad Ambiental desde la Comunidad en el Contexto Escolar
Resumen
El objetivo de la investigación fue estudiar las
perspectivas de la calidad ambiental el contexto educativo en los docentes del
Centro de Educación Inicial Francisco Ribas, municipio Barinas, estado Barinas.
El estudio responde metodológicamente al paradigma cualitativo. El tipo de
estudio en una investigación acción y el diseño de campo. Se consideraron cinco
(05) sujetos de estudio que laboran en la institución antes mencionada. La
técnica e instrumento de recolección de la información utilizada fue la
observación directa y como instrumento una entrevista en profundidad. De allí
que, la técnica y análisis de la información se categorizó con los contenidos y
se procedió a la Triangulación; así mismo se efectuó el proceso de la
teorización. Los resultados obtenidos estuvieron centrados en: (1) Los docentes
mantienen una actitud positiva hacia el ambiente desde la acción educativa, a
través de orientaciones pedagógicas, conversaciones y reflexiones en función a
la conservación del ambiente; (2) Las medidas que toman son por medio de la
reflexión de lectura de cuentos cortos, limpieza de los jardines, parques y
ríos; (3) Se planificaron las acciones para guiar el plan de acción
enmarcándose en el pensamiento conservacionista, actitud positiva, promoción de
acciones conocer, ser, vivir juntos y aprender a hacer, calidad de vida en la
Educación Ambiental, relación docente-alumno. Las conclusiones estuvieron
centradas en que los educadores recibieron con entusiasmo y convicción mejorar
la calidad de vida en la implementación en acciones hacia fortalece el ambiente.
Palabras clave: calidad ambiental; comunidad; escolar.
|
Fecha de Recepción: 05-02-2018 |
Fecha de Aceptación: 25-05-2018 |
1. Introduction
Man since his genesis has maintained a direct relationship
with the environment, according to the needs and interests of the same, but
these needs have changed according to the development of society and
technology. That is why, in the twentieth century there have been major changes
and transformations impacting directly on human behavior, environmental
deterioration, exploitation of natural resources, among other effects caused to
the environment. This has caused, at present, great concern worldwide, in terms
of the sustainability of life on the planet Earth.
Salas (2010a), indicates:
The progressive worsening of environmental problems at the international
level arises in the day of how the most serious phenomena facing humanity, man with
the relationship with the environment has accelerated and altered the balance
of nature, destabilized the laws that have governed for a long time to the
planet (p.88).
Interpreting the author, environmental problems have
intensified worldwide, causing severe damage to the interaction of the
individual with the environment and disrupting harmony with each of the
components found in nature for existence and coexistence. In this way, says
Leff (2002): "the environmental crisis is the crisis of our time. It is
not an ecological catastrophe resulting from the evolution of nature, but
produced by the thought with which we have built and destroyed our world"
(p.1). In other words, the environmental crisis remains over time and
specifically refers to complications of analysis, interpretation and thinking
of individuals in terms of generating positive attitude changes towards
conservation and environmental quality.
On the other hand, environmental quality is one of the
great desires of man, which is why pollution is one of the most serious
problems suffered by societies and therefore are seeking alternatives that lead
to improve this situation; despite the fact that it dates from very remote
times. Describes Salas (2010b): that "we live in an urbanized world, in
which the entire planet is put at the service of the urban-industrial system
and in which every day species, soils and capacity to regenerate the used
materials are lost" (p.98).
Interpreting the author, we live a universe that is
clearly urbanized, in which many species of animals, plants, soil damage,
environmental pollution, among others, are being lost progressively. For this
reason, today more than ever it is necessary to consolidate learning processes
aimed at humanity in order to raise awareness, sensitize, harmonize, care for,
protect and protect the environment, in which each individual internalizes the
promotion of educational strategies in function to mediate, diminish and
improve environmental problems.
In this sense, Casas (2010): raises "environmental
education relates to man with their environment and environment, seeking a
change of attitude and awareness of the importance of conserving for the
future, improving the quality of life" (p.77). In other words,
environmental education refers to the interaction of man with the environment
in the search to deepen the changes in behavior, attitude, abilities and skills
in the conservation of the same and therefore the social welfare and quality of
life of the population.
Therefore, at the present time, solutions to
environmental problems are framed by changes at the technological level, by
more exact regulations or ordinances, by tax payments to individuals who
pollute the environment or to people who manufacture products that do not
affect the environment. the atmosphere. Despite all this, the destruction of
the environment persists, deteriorating the ecosystem and nature more every
day.
It is essential to understand the organization system
of the man-environment and society triad; otherwise, it will be difficult to
provide answers that satisfy the expectations environment. As explained by
Gutiérrez (2010a):
Environmental education is not only related to the natural environment,
but also the social, economic and cultural one; not only thinking about
transmitting knowledge related to nature, but also values, and therefore
behaviors and attitudes, incorporating factors of social problems,
traditionally forgotten, such as poverty, hunger, gender, interculturality,
among others ( p.55).
In this way,
there are elements of the theory and practice of environmental education that
are in permanent construction in each of the areas of action of this: the
formal, non-formal and informal, visualizing it as an instrument for endogenous
development to the extent in which the qualitative growth of the people who
learn is favored, reinforcing individual and collective self-sufficiency in
this way. Therefore, environmental education is configured from a social
experience as a tool for the construction of personal and community autonomy,
in which all kinds of people, organizations and institutions have an
interesting role.
In this sense, the complexity of environmental
knowledge transcends formal spaces to be linked to the daily life of being,
impacting on their quality of life, thus enhancing the actions to improve the
environment, both in formal education and in education not formal, being
interesting because of the complexity of the situations it manages to address,
and the enormous burden of uncertainty posed by educating in unconventional
settings. Within this referential context this research is assumed, to
intervene, specifically in the Barinas State, in the Center of Initial
Education "Francisco Ribas" of Barinas municipality, in this context
evidence or it can be interpreted, through the environmental image, that Its
members have a lack of knowledge and awareness about the dependency
relationships with the environment, leading people to act as if they were not
part of it.
The researcher, as a teacher working in the
aforementioned institution, was able to observe the following environmental
situations: air pollution caused by vehicular gases, excessive noise caused by
the intensity of the music generated by groups of adolescents and young people,
the indiscriminate use of water, the presence of bad odors due to the improper
use and disposition of domestic garbage, among others. What is striking is that
these situations tend to be taxed with an impact on environmental quality.
From there arises the concern to carry out a research
work that aims to study the environmental quality from the community in the
educational context in the teachers of the Francisco Rivas Initial Education
Center, Barinas municipality, Barinas state. In relation to this scenario, it
was important to establish a stock scheme that leads to generate significant
changes in attitude in individuals. Therefore, it is intended to answer
questions such as the following:
What is the knowledge that teachers have about
educational strategies and environmental quality in the Center of Initial
Education "Francisco Ribas" ?, What will be the planning of
educational strategies in environmental quality in the teachers of the Center
of Initial Education Francisco Ribas, Barinas municipality, Barinas state ?,
How will the implementation of educational strategies in environmental quality
in teachers?
How will the evaluation of the implementation of
educational strategies for improving environmental quality in teachers? Based
on these questions, the present research is generated, whose general objective
is to study the perspectives of environmental quality in the educational
context of the teachers of the Francisco Rivas Initial Education Center,
Barinas municipality, Barinas state..
2. Background, Theory and Concepts
2.1.
Background
The background of the research represents the review
of research work that is related to the subject matter of the study. In this
regard, Molano (2013): in his doctoral thesis entitled "Conceptions and Practices
on Environmental Education of Teachers in the Universities of Bogotá.
Implications for the Curricula of the Faculties of Education", the
research was focused on an instrumental case study. Two education programs of
the University of Bogotá were studied to analyze the conceptions of teachers on
environmental education. The universe, population and sample understood by the
faculties of education of the Universities of Bogota, reason for which in those
faculties the professionals of the teaching are formed.
The author points out in her conclusions that the
conception of environmental education by educators focuses on the understanding
of nature from its epistemological origin to the professional knowledge itself.
The study contributes theoretical elements related to environmental education,
which is why it seeks to generate awareness among individuals to be more
participatory and responsible in educational knowledge.
2.2.
Theoretical and Concepts
2.2.1.
Perspectives
The perspective
is that which visualizes the universe from the same perspective, from an optics
that envelops the whole landscape; achieving a gear of all its representative
elements in the context or school environment; focusing the positive
interaction of the environment. In this sense, the United Nations Program for
the Environment, cited by Chagollán, López, Ávila, Del Campo, Reyes and
Cervantes (2006), state that the perspective in environmental education:
It is an education that prepares individuals of all ages, at all levels,
in formal and informal organization, so that they become aware and interested
in the environment and its associated problems and work in favor of the
solution of environmental problems and prevention of new ones that appear
(p.17).
Interpretation
to the author, the perspective of environmental education is based on an
education based on the formation of a subject of all ages, at any level or
modality in which awareness, needs and interests in environmental issues are
deepened, their prevention , strategies of action in the improvement of the
quality of life and therefore the social, educational, cultural and
environmental welfare. Likewise, it is linked to the participation and
integration of individuals in decision-making, commitment and co-responsibility
with the environment.
2.2.2.
Environmental Quality
The extension of the problem of the environment
deserves to take actions, strategies, tasks and activities for the improvement
of it; agreeing to diminish the detriment of the environmental field and the
existence of the world. Environmental education is crystallized in the best way
to manage changes in the way in which the environment is used, in which the use
of natural resources can be sustainable in time and space.
On the other hand, the actions of environmental
improvement pose as a purpose, that citizens take reason for the action of
pollution and deterioration of nature and the ways in which they can
participate in the reversal of that process. Thus, Blanco (2009a): exposes the
improvement of environmental quality as "correspond to qualitative and
quantitative characteristics of environmental factors or the environment in
general that are likely to be modified" (p.88).
The author makes reference to the environmental
quality is immersed in specific, descriptive and quantifiable peculiarities of
the aspects related to the environment and that these can be transformed at any
time. Therefore, the values of the environment have to do with the quality,
respect, tolerance, democracy, freedom and cooperation towards the
globalization of it. Blanco (2009b) argues that "the need to know the
levels of environmental quality has generated a whole series of indicators of
physical and objective parameters" (p.101).
The perspective of environmental quality requires
teachers to open spaces for dialogical discussion, to access the assessment of
the environment with the members of the communities where they live; rescuing
each knowledge, and that these are taught in the classroom and, in turn, are
projected, disseminated and felt in the localities; all this in hand with
students, parents, representatives and the community in general so that
learning is more enjoyable, open, flexible, revalue, rebuild and remain in time
and space.
2.2.3.
Community Context
The community organization consists of the
congregation of people with the purpose of discerning situations or conflicts
that happen in a specific context, attending to the elaboration of projects,
economic resources and execution of activities to achieve established goals.
Therefore, the organized community agrees to provide the members of a locality
with the opportunity for alternative solutions to environmental or other
problems of interest. Gutiérrez (2010b), an effective community organization
usually includes:
Get a knowledge of the community. The first key step is to identify the
community and what is most important for its residents; Generate and use power.
There are several types of power and, depending on the nature of the organization
and its long-term goals; describe the matter A crucial aspect to organize
effectively is to be clear on what people consider important and what they
think should be done about it; Plan actions with a purpose; Make others
actively participate; Generate and use other resources and; Communicate with
the community. There are many ways to effectively convey a message and let the
whole community know what is being done, why it is being done and why everyone
should participate (p.123).
The community organization gives results because the
strength that exists is in the majority, it is sought that the community
members participate actively and use actions to generate transformations or
changes of positive attitudes in each of the citizens in a social, harmonious,
flexible and democratic.
Consequently, the community offers potential that can
be used in community management, which is why it is a very complex system for
addressing the individual-environment-culture. Hence, the importance of the
integration of individuals that allow the development of strategies that
promote the sustainability and sustainability of the environment.
2.2.4.
Educational Context
Education is the main source of education and one of
the oldest in the history of society. Therefore, it represents the most
relevant way of training in the social awareness of people and the scientific
and methodical learning of the construction of knowledge from the everyday to
the formal aspect.
In the same way, education has consolidated and
strengthened social relations; affecting, mainly, in the development of the
human being in the social field. This will result in reorganizing or
reorienting educational praxis to build knowledge through environmental culture
and thus enhance the relevance, co-responsibility and values in learning from
the school context.
In school the student is emphasized in socialization
and changes in attitude towards a social being; valuing the elements that are
in the community part. Fabelo (2008): states that "... education is the
fundamental mechanism for the formation of a culture of your own" (page
278). That is, education represents the main component for the culture of a
locality, nation or country. Hence, the relevance of training in strengthening
the individual's abilities, skills and spirituality.
2.2.5.
Environmental education
The teaching of environmental education seeks to
influence the individual and collective consciousness of the subject. Likewise,
it tries to deepen the integral formation of individuals and societies;
developing the cognitive capacity of the universe and the real situation of the
community through interpretations, explanations, analysis and reflections of
social circumstances. Likewise, environmental education promotes development
and increases the population's abilities to resolve conflictive situations and
environmental solutions. In addition, it emphasizes the knowledge of the
environment in the conservation, preservation, quality of life and social,
educational, economic, cultural and political well-being geared in a holistic
and global worldview.
Similarly, Torres (2010): that "environmental
education is a dynamic axis to change people's attitudes so that they are able
to assess the problems of sustainable or sustainable development and address
them" (p.88). It means that environmental education is the main engine to
transform positive attitudes in people; in such a way that they can assess the
environmental problems they suffer in the community context and can solve them
in a sustainable and sustainable way.
On the other hand, the Stockholm Conference on the
Human Environment, cited by Rosales (2010): states that "an international
educational program of interdisciplinary school and extra-school education on the
environment, covering all levels of education and aimed at to all "(page
5). Therefore, educational programs worldwide emphasize the instruction of
various disciplines in the school and out of school environment related to the
environment. It must be based on cognitive development, thoughts, qualities,
abilities, integration and the capacity to assume the permitting evaluation in
the resolution of environmental problems. In the same way, the Declaration of
Tbilisi, cited by Zabala and García (2008), raise:
In 1977, UNESCO and UNEP convened the First International Conference on
Environmental Education in the city of Tbilisi (Georgia). In it an agreement is
reached to incorporate environmental education into the political plans of all
nations, where a pedagogy of action and action prevails based on the
preparation of the individual that allows a better understanding of the main
problems of the world ... (p.216).
Interpreting the authors, UNESCO and UNEP celebrate
the first International Conference on Environmental Education in the city of
Georgia, in which it is agreed to add all the political plans of the nations to
it; emphasizing a pedagogy driven to the integral formation of people in the
search for understanding, analysis, interpretation, reflection, criticism of
environmental problems that are found in a context, both community and school,
with a view to strengthening the quality of life and well-being of citizens.
On the other hand, Gabaldón, cited by Requena (2018):
points out that environmental education consists in "the identification of
environmental problems and how to control them requires a new type of education
that through a theoretical and practical judgment of the biotic and physical
environment create interest and love for nature"(p.296). This means that
environmental problems can be characterized and the way to control them induces
the formation of a new education paradigm motivating individuals to a critical
reflection on conservation, respect, cooperation and love for the environment.
3.
Methodology
3.1.
MethodologyNature of Research
The study was focused on qualitative research. It
consists of the production of descriptive data according to the information
provided by one or several people in a spoken or written way of the observant
behavior of the informants. Likewise, the different theoretical conceptions are
raised from the holistic aspects of the investigation; considering the
environments, people or groups. In addition, an understanding of the
environment in which informants work to interpret them and find the most
relevant findings is made.
3.2.
Kind of investigation
It was based on Action Research. It proposes to
develop a work that contributes to a thorough knowledge of a situation, to
transform a reality, but, fundamentally, to know the opinion, the thoughts of
the subjects involved, making research a process of critical reflection, where
the subject is conceived as an active and transforming being of its social
environment; through interactive communication and dialogue agreements are
established and, the object of study, is constructed collectively, according to
the dynamics of the reality studied.
3.3.
Design of the investigation
It consists of establishing the way forward to give
answers to the questions asked. Taking into account that a study was made of
the perspectives of environmental quality in the educational context, from
there the study was supported in a field investigation, based on the data
collection, which were then analyzed and interpreted.
3.4. Research
Subjects
Qualitative
research is focused on the interpretation and intuition of the phenomena under
study, for this purpose it carries out a description and examination of the
actions and experiences of the subjects, therefore, they work with small groups
to facilitate a more direct approach to the reality studied. In the case study,
the sampling was intentional, according to Cerda (2009): it is the one through
which the researcher takes part in the non-random selection of the subjects,
but in terms of their willingness to provide information regarding the which is
investigated.
The study subjects
were represented by five (05) teachers who work in the institution, who develop
projects and / or environmental activities, they provided important information
and firsthand that allowed making inferences and generalizations in the
universe studied.
3.5. Techniques and Instruments of Information
Collection
In qualitative research, narrative records of the
phenomena studied are made, and a series of techniques have been developed to
give validity and credibility to their interpretations. The techniques and
instruments used in the study were: participant observation, field notes,
unstructured interviews, group discussions, photographic evidence and audio
recordings; these techniques and instruments allowed to collect information
during the interview, as in the other phases of the investigation.
3.6. Validity
and Reliability of Research
In qualitative research the reliability and validity
of research itself. Therefore, instruments are used to gather information, such
as: script of interviews, testimonies, daily records, among others. To
guarantee the reliability of the research, Martínez (2008a): "suggests
using specific and precise descriptive categories, with primary data and not
manipulated; Likewise, request the collaboration of the informants to verify
the objectivity of the field notes and to make use of research instruments
"(page 116). That is to say, the reliability of the information must be
framed in precise categories, direct data of the main source and the help of
the informants regarding the daily record of the facts.
4.
Results
The technique for the interpretation of information
that was used was the categorization. The categorization refers to the
decomposition of the parts until reaching the minimum grammatical expression
for the reconstruction of a new thought, obtaining that the perspective of the
environmental quality from the community scope represents a space for the
critical, analytical, synergic and harmonic of the different meanings and
perceptions of the environment. It also delves into the cognitive and creative
level of individuals from the environmental perspective in a context of
credibility, trust, interpretation and participation.
However, the different points of view are visualized,
from a different perspective, in order to approach the significant study based
on experience, in contrast to my conclusions, in a reflexive analysis. This was
carried out through triangulation, which according to Martínez (2008b), states:
"from different sources of data, from different theoretical perspectives,
from different observers and researchers of different methodological
procedures, etc." (p.290); for the case that deserves me, it was done with
respect to different information issued by different informants, taking into
account the experience and knowledge of the researcher.
From there, the results obtained in the triangulation,
we find that educators have a positive attitude towards the environment from
the educational action, through pedagogical orientations, conversations and
reflections in function to the conservation of the environment. The measures
they take are through the reflection of reading short stories, cleaning the
gardens, parks and rivers.
Likewise, they are unaware of the application of
conservation strategies that contribute to training in environmental conservation.
The school lacks the organization of its members in order to strengthen
conservationist thinking, which is why they only use dialogue, debates and
civic Mondays to deal with it. Likewise, there is an absence of actions that
lead to the promotion of the teacher-student relationship in environmental
quality. The institution lacks the application of maintenance indicators,
environmental conservation, life patterns, environmental education and
environmental quality; what causes that the boys and girls have not fortified
their emotional and social spirit towards the conservation of the environment.
Therefore, there is an absence of the promotion of
environmental quality among the members of the institution. Likewise, they
consider the lack of educational actions based on the development of actions
linked to learning to know, learning to be, learning to live together and
learning to be in environmental quality in students and the general community.
The exposed results lead to reflect on the emerging meanings of the opinions of
the five key informants. Next, they are exposed through a visual
representation.
Graph
1. Visual representation
of emerging knowledge of key informants.
SEE IN
THE ORIGINAL VERSION
Source:
The Author (2018).
5.
Meaningful reflections and recommendations
The activities carried out in the planning of actions
related to environmental quality were developed quite successfully, because the
teachers participated spontaneously, stating that the activity represented an
important interaction in the relations with the teachers of the institution and
the sharing of experiences is relevant. Likewise, they were able to exchange
doubts and questions about Environmental Education, raising awareness of the
educational and community context.
Similarly, they reflected, verbally, continue with
this type of day, since it allows the exchange of ideas, interactions with
colleagues, updating knowledge, decision making, coexistence and strengthening
values of cooperation, union , love, solidarity and democracy. In addition,
the dialogue of knowledge was facilitated, allowing to guide from the plurality
of meanings, connections and relationships from the perception of realities,
constructing from the individuality a collective imaginary to enrich the knowledge
and the logic that sustains it, in a code that allows to enrumber ways of
understanding environmental values and environmental education as part of the
daily life of being and its projection in the quality of life.
Therefore, the training workshops held for teachers in
the perspective of environmental quality, educational-community context and
environmental education, produced a motivation and interest in how to put into
practice, this knowledge, when planning, organizing and controlling, the
design, elaboration and execution of plans for the benefit of the students. All
these actions led educators to awaken and value in a holistic manner the
intervention of pluri and transdisciplinary teams, orienting themselves towards
the dialogue of knowledge in a common epistemic framework, in which, in
addition, the specific weight of each area of knowledge.
In this order of ideas, the recommendations given are
focused on: Promoting educational actions that lead to valuing and resignifying
the conservation of the environment, for this purpose the implementation of the
environmental gallery is proposed as a space in which there is a total
atmosphere related to the Environmental values and Environmental Education.
To foster in the students positive and proactive attitudes toward environmental
values, the conservation of each of the spaces in the school and its
surroundings; agreeing to promote knowledge and socialization of healthy
environments.
Other recommendations made in recommending the review,
analysis and consideration of this study for the purposes that contribute to
propitiate the scenarios from the school to consolidate the perspective of
environmental quality and environmental education, from understanding the educational
role of the teacher.
6. References
Blanco, L.
(2009a,b). Mejoramiento de la Calidad Ambiental. Madrid: Humanitas.
Casas, E.
(2010). La Educación Ambiental.
Colombia: Editorial Norma.
Cerda, H.
(2009). Nuevos Métodos de Investigación Social. Maracaibo, Zulia,
Venezuela: Universidad del Zulia, LUZ.
Chagollán,
F., López, I., Ávila, A., Del Campo, J., Reyes, S., & Cervantes, C. (2006).
Educación Ambiental. México:
Editores, ISBN: 970-9758-20-9. Recuperado
de: https://books.google.co.ve/books?id=l2Gg8djR69UC&printsec=frontcover#v=onepage&q&f=false
Fabelo, J.
(2008). Los Valores y sus Desafíos Actuales. España: Romor.
Gutiérrez,
S. (2010a,b). Educación Ambiental y Comunidad. Buenos Aires: Trillas.
Martínez, M.
(2008a,b). Cualitativa Etnográfica en Educación. Manual teórico-práctico. (3era. ed.).
México: Trillas.
Molano,
A. (2013). Concepciones y Prácticas
sobre Educación Ambiental de los Docentes en las Universidades de Bogotá.
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Doctoral. Colombia: Universidad de Valladolid. Recuperado de: https://uvadoc.uva.es/bitstream/10324/4238/1/TESIS447-140205.pdf
Leff,
E. (2002). Hacia una Pedagogía de la
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(2010). Modelo de Educación Ambiental No Formal para la Conservación del
Ambiente. Argentina: Océano.
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(2010a,b). La Educación Ambiental en el Contexto Educativo. Madrid:
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Torres, A.
(2010). Estrategias Comunitarias.
Colombia: Norma.
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I., & García, M. (2008). Historia de
la Educación Ambiental Desde su Discusión y Análisis en los Congresos
Internacionales. Revista de
Investigación, 32(63), 201-218, ISSN: 0798-0329. Recuperado de: https://dialnet.unirioja.es/servlet/articulo?codigo=2547197
Elizabeth María Uzcategui Herrera
e-mail: marlenism3@gmail.com
Born in Maracay, Aragua State, Venezuela, on January
7, 1972. She studied Primary at Manuel Antonio Carreño School, Maracay, Aragua
State. Secondary at the Br. Elías Cordero Uzcategui Institute, Barinas,
Bachelor of Science Degree, Higher Education at the Universidad Pedagógica
Experimental Libertador, Instituto de Mejoramiento Profesional del Magisterio
(UPEL-IMPM), obtained the title of Professor of Pre-School Education. Work
experience Classroom teacher of the Bolivarian Initial Education Center
"Francisco Rivas", Barinas municipality, since the 2012 school year,
up to the current date.
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DOI: https://doi.org/10.29394/Scientific.issn.2542-2987.2018.3.9.4.80-100