Author: Oihane Garcia
Abstract: In this paper we analyze the pedagogical bases of Environmental Popular Education, developing complementary guidelines to enlarge the horizons of environmental pedagogies. For that purpose, we review the contributions of critical, decolonizing and eco-feminist pedagogy. In addition, we explore the holistic, praxiological and community currents of Environmental Education.
Nuestra America is the frame of reference of these reflections. In fact, this alternative emerges from Paulo Freire’s thought and action and diferent popular education experiences rooted in the territory. In a context of ecological and social crises such as the current one, we want to emphasize the socio-educational potentials of this proposal. In this sense, we conclude that Environmental Popular Education is an emancipating practice that contributes to the articulation of subjects committed to change, the generation of environmental knowledge and the strengthening of a bioecosocial ethics.
Key words: environmental popular education, environmental education, environmental pedagogy, social and ecological transition.