Sanabria García, RobinsonAndrade Rojas, Lorena Ibeth2018-02-022018-02-022017-12http://hdl.handle.net/11634/10096El presente trabajo de investigación - intervención, se desarrolló bajo un paradigma cualitativo y un marco epistemológico orientado desde los principios de la complejidad, el pensamiento sistémico y la cibernética de segundo orden, con el fin de estudiar las concepciones y prácticas de docentes y estudiantes de los grados noveno y once de la I.E.M. Cabrera, ubicada en el zona rural del municipio de Pasto. En una primera etapa, con dos fases, se describen los aspectos teóricos y metodológicos con los cuales se establecieron los sistemas participantes y las técnicas de investigación, entre ellas: la revisión documental,The present work of intervention research, was developed under a qualitative paradigm and an epistemological frame oriented from the complexity principles, the systemic thought and the second order cybernetics. All of this background is aimed at the purpose of studying the conceptions and practices of teachers and students of the ninth and eleventh grades in the I.E.M. Cabrera, which is located in the rural area of the municipality of Pasto. In a first stage, with two phases the theoretical and methodological aspects are described to stablish the participant systems and research techniques. The latter ones were: The documentary review, the conversational scenarios, the participant observation, the semi-structured interviews, the field diary. Subsequently, the results of the categorical analysis are related to the information obtained. In a second stage, third face, working with the rest of teachers from I.E.M. Cabrera, the process of implementing the didactic proposal "Building environmental footprints in my school" is shown. Three innovative didactic strategies were carried out: Environmental pacts for teachers, eleventh grade environmental managers, and the environmental didactic unit (UDA), which is based on problem-based learning (ABP) applied in the ninth grade. In the fourth phase, It can be evidenced significantly that environmental education is complex, systemic and integrative. Besides, if its transversal and inter-institutional processes are strengthened, these allow it to be a fundamental part of the natural, cultural and social resignification of this beautiful territory of peace.application/pdfAtribución-NoComercial-SinDerivadas 2.5 Colombiahttp://creativecommons.org/licenses/by-nc-nd/2.5/co/master thesisDidácticaAbierto (Texto Completo)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Prácticas y problemáticas del ambienteEstrategias didácticasUnidad didáctica ambientalPrácticas docentesrepourl:https://repository.usta.edu.co