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Citizen Participation for a Sustainable Environmental Education

 

Authors: Yuraima Margelis Matos De Rojas

Universidad Nacional Experimental Simón Rodríguez, UNESR

yuraimatos01@gmail.com

Trujillo, Venezuela

 

Eva Lidmila Pasek De Pinto

Universidad Nacional Experimental Simón Rodríguez, UNESR

mlinaricova@hotmail.com

Trujillo, Venezuela

 

Magda Lisbeth Peña Briceño

Universidad Nacional Experimental “Rafael María Baralt”, UNERMB

bmagdaunica@hotmail.com

Trujillo, Venezuela

 

Magda Violeta Briceño

Universidad Nacional Experimental “Rafael María Baralt”, UNERMB

bmagda@hotmail.com.ar

Trujillo, Venezuela

 

Abstract

The objective of the study was to: determine the activities of citizen participation that promotes the teaching of the L.B. “Sabana Libre” for the strengthening of an environmental education sustainable. It is theoretically based on environmental education, sustainable development and citizen participation. Methodologically approached from the descriptive research, carried out in the context of study. We used the interview technique, through a questionnaire as an instrument for the collection of information, being validated by experts. The instrument was applied to fifty (50) teachers working in the L.B. “Sabana Libre”. Tables with their respective statistical and descriptive interpretation were developed for the analysis. As results were obtained 17% of teachers said to always engage in participatory environmental activities and 29% said to promote environmental values. It is concluded that little conducive to citizen participation as an activity the teacher in the promotion of sustainable environmental education and, consequently, sparing the development of environmental awareness is promoted. So it is suggested the implementation of actions that lead to strengthening the participation to the valuation of the environment.

 

Keywords: community participation; citizenship; education; environment.

 

 

 

Participación Ciudadana para una Educación Ambiental Sustentable

 

Resumen

El objetivo del estudio consistió en: Determinar las actividades de participación ciudadana que promueve el docente del L.B. “Sabana Libre” para el fortalecimiento de una educación ambiental sustentable. Teóricamente se fundamenta en la educación ambiental, el desarrollo sustentable y la participación ciudadana. Metodológicamente abordado desde la investigación descriptiva, realizado en el contexto de estudio. Se utilizó la técnica de la entrevista, a través de un cuestionario como instrumento para la recolección de la información, siendo validado por expertos. El instrumento se aplicó a cincuenta (50) docentes que laboran en el L.B. “Sabana Libre”. Para el análisis se elaboró tablas con su respectiva interpretación estadística y descriptiva. Como resultados se obtuvo que 17% de docentes afirmó siempre realizar actividades pro-ambientales participativas y un 29% aseveró promover valores ambientales. Se concluye que poco se propicia la participación ciudadana como actividad del docente en la promoción de la educación ambiental sostenible y, en consecuencia, escasamente se promueve el desarrollo de una conciencia ambiental. Por lo que se sugiere la puesta en práctica de acciones que lleven a fortalecer la participación ciudadana hacia la valoración del ambiente.

 

Palabras clave: participación comunitaria; ciudadanía; educación, ambiente.

 

 

 

1. Introduction

Sustainability today constitutes a challenge that must be assumed in all contexts, in a way that guarantees the social, economic and scientific development of humanity. This requires promoting value practices that stimulate ecologically possible consumption patterns for a better society. In this sense, it seeks to satisfy human needs, increasing productive potential, while ensuring balanced opportunities that benefit the entire community.

 

Among the main challenges of sustainable development is to promote education, training and / or training, which leads to act consciously to all actors in society to safeguard, care and maintain the environment. Therefore, educational spaces should be promoted in which the value of nature is promoted, whose goal is to achieve the sustainable development that our planet demands.

 

It should be noted that in the Constitution of the Bolivarian Republic of Venezuela (1999): Article 15 states that "The State has the obligation to establish a comprehensive policy preserving diversity and the environment" Likewise, Article 107:

Environmental education is mandatory in the levels and modalities of the education system, as well as in non-formal citizenship education. Compulsory compliance in public and private institutions, up to the diversified cycle, the teaching of the Castilian language, the history and geography of Venezuela, as well as the principles of the Bolivarian ideology.

 

In correspondence with the legal statutes, the Organic Law of Education (2009): in Article 15, numeral 5, establishes as one of the aims of education "to promote the formation of an ecological conscience to preserve biodiversity and socio-diversity, the environmental conditions and the rational use of natural resources ". That is to say, education is the guarantor of the integral formation of the citizen and especially towards environmental action. That is why education plays an important role in the formation of environmental values, thus guaranteeing sustainability and a better future.

 

In this order of ideas and given that environmental education must be taught at different educational levels, teachers have to contribute to the integral education of the student. This training includes preparing the necessary human talent, both in different disciplines, which translate into greater and better knowledge to meet the demands of a developing country, such as training critical citizens with ecological awareness, who value the environment and act to preserve and protect the planet, our "Homeland" (Morin, 2000).

 

Given the relevance of environmental education at the present time, Pasek (2006a): says that teachers must have a critical level of environmental awareness and Matos (2013): indicates that the classroom teacher has to assume its guiding and social role for a more efficient action, towards a more humanistic and environmentalist education, facing the changes demanded by the current society. From this perspective, the teacher as classroom manager must promote actions that contribute to the strengthening of the learning process in the different areas of knowledge, insofar as it integrates knowledge with experiences for sustainable environmental education.

 

Likewise, the teacher must, as indicated by Jara and Parada (2011a): promote ecological activities that lead to promote citizen participation for a sustainable environmental education, indicating among them: the pro-environmental and the promotion of environmental values. In this sense it is expected that the teacher promotes activities that allow him to involve the social actors in the various activities towards the promotion of an environmental and sustainable education.

 

Despite the concern of the State and the Venezuelan Educational System for a humanistic and sustainable environmental education, it has been observed in studies such as Navea (2018a): in its study it concludes that it is necessary to consider environmental actions that lead to building knowledge, where they appropriate them, so that the commitment of the community towards the environmental assessment is acquired as an intervening element to achieve the quality of life. On the other hand, Mendoza (2018), refers in his study that there are few activities that favor the beautification of the community, because there is a lack of training in the community in general.

 

Situation that led to raise as objective of the study, determine the activities of citizen participation that promotes the teacher of L.B. "Sabana Libre", for the strengthening of a sustainable environmental education. Research addressed from the positivist paradigm through the descriptive method.

 

2. Theoretical Bases

2.1. Environmental education

The environmental education comes to constitute an educational strategy that leads to environmentalize from and with the educational centers and the community or context, to obtain a knowledge, a consciousness that allows to establish participative structures for the resolution of environmental problems due to the evil action of the human being. It is about establishing changes that lead us to think ecologically about the well-being of our environment. Pasek (2005a), points out that the Ministry of Popular Power for the Environment (MPPA), indicates that:

Environmental Education is defined in Venezuela as the process that enables the formation of a man capable of understanding the complexity produced in the environment by the interaction of its natural and sociocultural components, while allowing it to be critical, to make judgments of value and adopt standards of behavior consistent with these judgments; In addition, it is understood as the realization of a set of activities integrated in a systematic and permanent process, developed through multiple means, aimed at promoting behavioral changes in all sectors of the population, evidencing the adoption of new values oriented toward the conservation, defense and improvement of the environment whose ultimate goal is to constantly improve the living conditions of current and future generations (p.36).

 

From the point made by the authors, it is about creating an environmentalist culture that contributes to value and preserve the space in which one lives. In this sense, it is about offering opportunities for co-responsible participation where the actors of the school and community become the own authors of the safeguard, care and development of their environment. Well, as Dieleman and Juarez (2008) point out: it is about taking appropriate measures that lead to the decisive involvement of all the actors in society to strengthen an environmentalist consciousness, which forms a new form of male-female relationship towards the rest of the nature.

 

In this sense, constant training and education is required, as Navea (2018b) points out: "it must start from the moral regulations that require responsibility on the part of all citizens, in terms of caring for the natural environment, where welfare is sought between society and nature" (p.138). The interest is placed on the conscience, which leads to the putting into practice of the knowledge acquired in the process of training for an effective environmental sustainable development.

 

2.2. Sustainable development

The sustainable development, for Gabaldón (2006): must lead to generate economic prosperity, based on ethical principles, which must be put into practice at all educational levels from a holistic perspective, considering the present and the future, for the benefit of society At national and international level. For the Organic Law of the Environment (2006), in its Article 3:

sustainable development is understood as a process of continuous and equitable change to achieve maximum social welfare, through which comprehensive development is sought, based on appropriate measures for the conservation of natural resources and ecological balance, meeting the needs of the present generations without compromising future generations.

 

In Venezuela, from the different legal estates the development of a better environment is being promoted, which is sustainable for the welfare of society, where all the actors that come together in the school and community become active participants, highlighting the degree of commitment that has the state so that it is carried out satisfactorily. For such reasons, the student should be trained as well as the community, from an integrating vision, that leads him to reflect on the environmental repercussions of his actions; incorporating socio-educational actors to act in benefit of the institution, community and State towards the rescue and preservation of the environment.

 

Consequently, the teacher must promote active participation that contributes to environmental training for the preservation of life and future generations. It is about generating strategies that lead to participate with a sense of responsibility, co-responsibility and solidarity towards the implementation of teamwork from the triad family-school and community for a better society.

 

2.3. Citizen participation

The participation for Pasek, Ávila and Matos (2015): consists of the intervention of the interested parties to collectively carry out actions that lead to the enjoyment of the results. From the joint action can generate harmonious relationships that allow them to search for solutions to concrete facts. Therefore, it can be said that participation is a right and a duty of citizens to benefit themselves as well as the context in which they operate.

 

Regarding citizen participation, according to Jara and Parada (2011b): it is a formative process that leads to a correct action before the world. For his part, Peña (2018a: 204): states that it is "a process by which the inhabitants of a nation have the right to intervene individually and collectively in the various common actions that affect them". As you can see, the actors of the school and community work together to achieve the goals and, even more, to conserve the environment in all its dimensions: context, space, relationships. It consists in making the citizens participate in the different activities carried out by the school so that they can responsibly act in benefit of their school and community.

 

2.4. Ecological activities for citizen participation 

The activities, for Gelvis (2017): they are referred to the set of phenomena of the active life that tend towards a purpose, come to constitute the substance of the human conscience. Therefore, the author points out that social activity is considered as "a dynamic system that allows the constant participation of all socio-educational actors to develop the creative capacities of the individual where participatory growth is sought in the social processes of a community" (p.58). That is, the active participation that teachers must generate from educational spaces to strengthen a sustainable environmental education.

 

In this sense, it is necessary to promote ecological activities where the social and educational actors are involved so that they are integrated into the work for the rescue of the environment. In this regard, Jara and Parada (2011c) and Tovar (2012a): suggest environmental activities as environmental activities and promote environmental values ​​to contribute to an ecological education that reduces social inequality, offers community support and promotes an healthy environment.

 

In relation to pro-environmental activities, they are all those that can be done with the communities for the benefit of the school and community environment. Among them, we can point out: the recycling of solid waste and its location in identified containers. In the same vein, other studies may be included that concern the decrease in the production of domestic garbage, such as that of Osorio (2018a): as well as works that indicate conditions to encourage people to deposit their waste in the places destined for their collection (Pasek, 2005b). There are diverse works that have been carried out in public scenarios such as parks, sports centers, cafeterias, among others; emphasizing the need for:

·       Promote actions with the community to rescue green areas.

 

·       Establish commissions to help preserve the environment.

 

·       Organize the community and students to separate objects and recycle.

 

·       Promote the placement of materials in suitable containers.

 

Regarding the promotion of values ​​and based on educating in values, the teacher must promote environmental values. It is understood that education is "omnipresent in the daily existence of human beings" and "the presence of some mode of education is constant in the lives of individuals" (Ibáñez, 2004a). The value is present in the daily occurrence of every human being.

 

This is why, in order to educate in values, the context must be anticipated, as well as considering the affective and cognitive aspects of being (Ibáñez, 2004b). Therefore, the promotion of values ​​should encourage attitudes and behaviors that favor the consolidation of an ethical and aesthetic conscience and train citizens with local and planetary consciousness who, when interacting with different forms of life, respect their life cycles (Pasek, 2005c).

 

Education for Jara and Parada (2011d): should be aimed at strengthening critical, responsible and committed citizens with themselves, with the other and with the society where it operates. Therefore, teachers must promote activities such as:

·       Promote environmental values towards the protection and rescue of the environment.

 

·       Hold meetings with parents and representatives to save energy....

 

·       Encourage discussions on water conservation.

 

·       Incorporate institutional objectives to establish co-responsibility with ecological activities....

 

In short, it is about promoting an education that incorporates educational actors in pro-environmental activities and promotion of values, which overcomes a formal and bureaucratic pedagogical discourse. It is desired to train citizens capable of questioning and acting in benefit of their environment.

 

3. Methodology

The study was inserted in the quantitative paradigm assuming a descriptive type of research that, according to Hernández, Fernández and Baptista (2010: 80): "seeks to specify properties, characteristics and important features of any phenomenon that is analyzed. Describe trends of a group or population". The design was a non-experimental field, which for Sabino (2007: 81): "allows the researcher to be assured of the true conditions in which the data have been obtained, enabling their revision or modification in the event that doubts arise regarding their quality". In this case, the information was collected in the context of study L.B. "Sabana Libre".

 

The survey was applied as a technique through a questionnaire, which for Hurtado (2012): comes to constitute an instrument where a series of questions inherent to the study situation or particular topic from which you want to obtain information are grouped. For effect of the same, a questionnaire type scale was elaborated, containing 8 (eight) items with five response alternatives: (5) Always, (4) Almost always, (3) Sometimes, (2) Rarely and (1) Never.

 

The instrument was validated by experts in the field and in research, who made suggestions according to the variables of the study. They were carried out and their respective validation was carried out. To obtain the reliability of the instrument, the Cronbach alpha method was used, which consists in applying the instrument only once to a pilot group with similar characteristics to the study population. Using the statistical program Statistical Package for the Social Sciences (SPSS) version 15.0, a coefficient of 0.92% was obtained, which, being close to 1, was considered highly reliable for its application.

 

4. Analysis and interpretation of results

          The descriptive percentage analysis is presented in two tables, one for pro-environmental activities and the other for the promotion of environmental values. Environmental care and participation are prescribed in different legal documents, therefore, it is assumed that all teachers should comply with it and always carry out environmental activities and promotion of environmental values.

 

Table 1. Pro-Environmental Activities

Source: Results of the instrument (2017).

 

Regarding Citizen Participation in regard to pro-environmental activities, it can be said that 30% rarely carry out actions with the community to rescue green areas in squares, parks, others, 22% that always, the 18% almost always, 16% sometimes and 14% never. In the second item, 36% said that they sometimes establish working groups for environmental conservation, 28% almost always, 16% always, 14% almost never and 6% never.

 

For the third item, on whether they organize the community and students to separate objects or recycle, 30% of the respondents indicated that they never do it, 20% rarely, 18% always and another 18% almost always, and a 14% sometimes. In what corresponds to promote the placement of materials in appropriate containers, 26% indicated that they rarely do, 22% never, another 22% than almost always, 18% sometimes and 10% always.

 

It can be seen that the pro-environmental activities are only always applied by 17% of the teachers surveyed. Therefore, they comply with the legal precepts and according to Jara and Parada (2011e) and Tovar (2012b): the school and community environment benefit.

 

On the other hand, we have the majority (83% on average) that do not promote a healthy and sustainable environment, nor the development of an environmental conscience, since they do not involve all the citizens of the locality to join the ecological work and thus preserve the environment (Osorio, 2018b). Then, little is being achieved sustainable environmental education.

 

Table 2. Promotion of environmental values

Source: Results of the instrument (2017).

 

Regarding the promotion of environmental values, in item 5, aimed at assessing the environment with the actors of the school and community, it can be seen that 36% of the respondents indicated: they always do it, 32% referred that almost always, 18% sometimes, 8% never and 6% almost never. Regarding item 6 regarding the strengthening of values ​​such as energy savings, 26% of respondents indicated that never, another 26%, sometimes, 20% than always, 16% almost always and 12% rare time.

 

Regarding item 7, on whether they encourage discussions on water conservation, 38% of respondents indicated that almost always, 28% always, 18% sometimes and 8% almost never and another 8% never. For item 8, where co-responsibility is established in ecological activities, 38% said that they sometimes do it, 32% always, 16% almost always, 8% never and 6% almost never .

 

From the results it can be inferred that, on average only 29% of the teachers surveyed promote values ​​for a sustainable environmental education since they always carry out the relevant activities. This corresponds to the points made by Ibáñez (2004c) and (Jara and Parada, 2011f): by referring that the teacher must educate in values, guiding them to make the most accurate choices for the benefit of themselves, society and the environment.

 

On the other hand, there is a 79% of teachers who agree not to always carry out activities to promote environmental values. This result allows to deduce that a citizen with an environmental conscience is not being trained, nor is such awareness promoted in the community. In general, we have, then, that only 23% of teachers apparently favor citizen participation for the promotion of a sustainable environmental education. Situation that contradicts Peña (2018b), when he says that the school and community should promote citizen participation, where they voluntarily join the activities as work teams are consolidated, to develop individual and collective capacities in order to reach a goal.

 

It also contradicts Garza and Patiño (2004): those who indicate that citizen participation from the school must involve both students and representatives and the community in the development of social activities to benefit the environment or community where they live. The aim is to strengthen the active participation of socio-educational actors towards a sustainable environmental education and an ecological conscience for the benefit of humanity.

 

5. Conclusions

In Venezuela, both citizen participation and environmental education are prescribed in different legal documents. This means that both educational institutions must be promoted and the teacher, as the classroom manager, is responsible for carrying out activities for this purpose. However, when determining the activities of citizen participation that promote the teacher of L.B. "Sabana Libre" for the strengthening of a sustainable environmental education, it was found that, on average, only 17% of teachers perform pro-environmental activities and 29% promote environmental values involving the triad school-family-community. These results allow us to conclude that:

1.- The majority of teachers are not forming a critical and reflective citizen, capable of thinking about their own responsibility in the deterioration of the environment.

 

2.- Although environmental education is compulsory, most of the teachers are not educating in environmental values ​​or carrying out pro-environmental activities. Therefore, neither the students nor the community learn to respect, care for and preserve the environment and the environment in general.

 

3.- Consequently, the development of an environmental and planetary awareness that leads the students and the community to preserve and assume environmental commitments is not favored. In short, we are not teaching and learning to take care of our "Homeland".

 

4.- Finally, given the results, we are apparently not in the direction of sustainable development, since it implies ethical principles that should be practiced collectively and guide the activities of the human being in their interaction with the environment, taking into consideration the present and the future. But we are not forming today, in the present, the future generation in those principles nor in a participative way.

 

          Due to this and to close, it is important to suggest some ecological activities, whose practice links in a participatory and ethical way to the school, through teachers and students, with the family and the community. We return to the pro-environmental activities and promotion of values ​​already mentioned, such as the rescue of green areas, work commissions to conserve the environment, the recycling of objects, the placement of materials in suitable containers; sensitize to avoid contamination; become aware of the value of conserving water and saving energy from their homes. To these it is possible to add:

1. Develop a plan of environmental care and maintenance that promotes participation among the collective of the school and community so that they can carry it out in a co-responsible manner.

 

2. Generate discussion spaces in the classroom and the community about the environmental problems that currently exist in the community and in the different spaces of the planet. This favors reflection and awareness.

 

3. Review and warn about water boats at school facilities.

 

4. To form a club or an environmental conservation brigade.

 

5. Organize an ecological hiking club.

 

6. Organize with students environmental school monitoring commissions that review corridors, water boats, lights, gardens.

 

7. Organize a recycling project with the community. Depending on the type of waste, it could even generate income for the school.

 

8. Plan in each period at least one learning project focused on the environment and its care.

 

They are only some possible, their number and their practice will depend on the needs and interests of the socio-educational actors involved. To close, it is pertinent to highlight that it is about taking the environment as part and support of our lives; what implies studying it to know it and to opt for its value, transforming it to humanize it without devastating it (Pasek, 2006b). That is, raise the protection of the environment for a better future.

 

6. References

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Garza, J., & Patiño, S. (2004). Educación en Valores. México: Trillas.

 

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Tovar, J. (2012a,b). Hacia una educación ambiental ciudadana contextualizada: consideraciones teóricas y metodológicas desde el trabajo por proyectos. Revista Iberoamericana de Educación, 58(2), 1-11, ISSN-e: 1681-5653, ISSN: 1022-6508. Recuperado de: https://dialnet.unirioja.es/servlet/articulo?codigo=5894707

 

 

Yuraima Margelis Matos de Rojas

e-mail: yuraimatos01@gmail.com

 

Born in Venezuela. Bachelor in Integral Education, Mathematical Mention, Master in Educational Sciences. Mention Research Teaching. Magister in Technology and Educational Design, Master in Education Robinsoniana, Dra. In Educational Sciences. Research professor at the Simón Rodríguez National Experimental University, (UNESR) Núcleo Valera, Edo. Trujillo (Retired). Coordinator of the Research Line: Investigators in Social Action (IAS), Facilitator in methodology courses, Seminar on research, Values, Community Service, Research Project, Basic education administration, Ethics and values ​​in research, educational management, among other courses, in the Universities: Simón Rodríguez, Valle del Momboy, Rafael María Baralt (Specialty, Masters and Doctorate). Jury evaluator and tutor of Special Work of Degree and Thesis, Evaluator of works of promotion, arbitrated articles in national and international journals. Currently a member of PEII, LEVEL B.

 

 

Eva Lidmila Pasek De Pinto

e-mail: mlinaricova@hotmail.com

 

Born in Caracas, Venezuela. Bachelor of Education in Biological Sciences (UCAB), Master in Planning and Administration of Higher Education URU), Master in Technology and Educational Design (UNESR), Specialist in Research Methodology (URU), Doctor in Educational Sciences (UBA); Postdoctoral Studies in Educational Sciences (UNESR). Teacher retired by the Simón Rodríguez National Experimental University. Responsible for projects on knowledge construction and natural sciences; environment and evaluation. Active member of the Research Line "Investigators in Social Action" (IAS). She has published a book as author-editor and numerous articles in national and international journals. Research professor of the Program to Stimulate Innovation and Research in Level C.

 

 

Magda Lisbeth Peña Briceño

e-mail: bmagdaunica@hotmail.com

 

Born in Trujillo, Venezuela. Graduate in Integral Education, Graduate in Preschool Education, Master in Management of Basic Education, Student of the Doctorate in Education of the National Experimental University "Rafael María Baralt". I am currently working at U.E.

 

 

Magda Violeta Briceño

e-mail: bmagda@hotmail.com.ar

 

Born in Trujillo, Venezuela. Bachelor's Degree in Biology, Bachelor's Degree in Preschool Education, Master's Degree in Basic Education Administration, Doctoral Student in Education from the National Experimental University "Rafael María Baralt". I am currently working as a director at the U.E. José Gregorio Hernández.

 

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- Original Version in Spanish -

DOI: https://doi.org/10.29394/Scientific.issn.2542-2987.2018.3.9.12.233-255