La Educación Ambiental desde el aprendizaje de las Matemáticas para el desarrollo sostenible

Abstract

The partial attention to environmental education leads to the deterioration of the natural environment. Contingency actions are not enough if it is not possible to form a community sensitive to the care of the environment, with the aim of creating a supportive coexistence among people and with nature; therefore, transdisciplinarity is used as the essence to restore the unity among different knowledges and, to understand it, “it is necessary to leave the classical and positivist vision of science and accept a new and challenging way of seeing reality” (Dieleman, 2015, p.1). Through the social-critical paradigm and a participatory action-research, a pedagogical strategy with a transdisciplinary approach is designed, applied and evaluated for the development of environmental education from the learning of mathematics in the Zoila Aurora Palacios Educational Unit, which led to the “recognition of nature as a subject of rights” (National Plan for Good Living, 2013, p.55). As a result, an educational institution organized from a transdisciplinary perspective was obtained for the development of an education in good environmental and pedagogical practices associated with the learning of mathematics, presented by a design that can be reproduced and modified in other pedagogical processes according to the needs of the school context.