Creencias y prácticas pro-ambientales de estudiantes de 10° y 11° en el Colegio Integrado del Carare

Abstract

In today's world, it is imperative to propose environmental training activities focused on achieving a gradual transformation in the human being. This progressive change is looking to modify people’s beliefs and practices in the face of the problems that the planet is experiencing and in its relationship with nature and society. Given that the educational institutions of the country are the central axis in the formative process of the human being, strategies of inclusion and mainstreaming of environmental education have been proposed. Within this framework, the interest arises to manage, in the Integrated School of Carare, spaces that promote a pro-environmental culture in the students of the tenth and eleventh grade, based on the identification of their participation in the ecological footprint and the appropriation of behaviors in the educational community. The methodology was based on a research proposal of educational action. In here, training activities were proposed in environmental communication; the use of three R’s (reduce, recycle, reuse) and finally, Vermiculture in the CICA agricultural farm. From this experience, the students created narrative essays. Afterward, and from a mixed approach, a measurable analysis on environmental beliefs was carried out based on the results of the application of the Likert scale. Also, a qualitative analysis that traced the categories of environmental beliefs (anthropocentric, eco-centric progress) and environmental practices (environmental values in the conative, ecological attitudes in the affective and environmental practices in the active thing),supported by the software ATLAS.ti. The quantitative and qualitative results obtained showed the importance of environmental education in the CICA student training processes. The students manifested a positive attitude towards the reduction of environmental deterioration with the implementation of pro-environmental and eco-pedagogical practices in their school and everyday environment.