La educación secundaria ante la emergencia climática
DOI:
https://doi.org/10.14295/remea.v40i3.15469Palavras-chave:
emergência climática, educação, estudantes, representação socialResumo
La crisis climática plantea el mayor reto del siglo XXI para las sociedades humanas y para la vida en el planeta. Los posicionamientos de las comunidades científicas son concluyentes, el cambio climático está causado por las actividades humanas, y no parece que las diferentes naciones del mundo estén comprometidas a emprender y acelerar las acciones necesarias para mitigarlo y evitar el sufrimiento de los colectivos más vulnerables y vulnerados. Las posibles líneas de acción para transitar hacia sociedades descarbonizadas y sostenibles son diversas y complejas, y la educación debe ser un pilar fundamental para emprender transiciones ecosociales equitativas y justas desde el espacio local al global y desde el triple punto de vista social, ambiental y económico. Sin embargo, parece ser que la respuesta educativa a la crisis climática también está siendo precaria. En ella se tiende a obviar las dimensiones sociales y éticas del problema para centrar la mayor parte de los esfuerzos en transponer el conocimiento científico desde enfoques positivistas. Enfoques que inhiben o limitan las oportunidades de acción requeridas dado que eluden los dilemas éticos, sociales y políticos que es necesario plantear para impulsar acciones sociales realmente transformadoras.
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