Preconception of Environmental Education through the Social Representations of the Teacher

Abstract

The following article is presented, consisting of the execution, results and evaluation phases of an experience carried out at the Teresa Manrique State School, an educational institution of the Bolivarian State of Mérida, Venezuela, during the 2018-2019 school year with the purpose of knowing the preconception that the teacher of primary education grants environmental education. The methodology used is framed in an interpretative approach, the analyzes are carried out through the discursive interpretation of the opinions given by three informant teachers, which allowed to provide a general vision of environmental education before different perspectives. It is concluded that the way of conceiving environmental education is in correspondence with the belonging or not to a certain group, this makes it possible to make decisions and fluid communication for coherent educational practices. Among the recommendations is to give importance to the way of conception of nature because they affect the episteme that teachers build, also based on the use of specific codes and patterns, showing that the teacher includes it in his pedagogical praxis, from meaning and signifiers that it has from its initial formation, religion, habitat making its students share beliefs and actions of environmental social interaction.