Author: Oihane Garcia
Oihane Garcia will take part in the Environmental Development seminar (June 2-4) with this headline: XIV Seminario de investigación en educación ambiental y educación para el desarrollo sostenible: the role of the land and traditional knowledge in sustainability. (pdf)
Here is the title and summary of her presentation“POPULAR ENVIRONMENTAL EDUCATION AND DIALOGUE BETWEEN KNOWLEDGES. KEYS TO PROGRESS IN ECOSOCIAL TRANSITIONS”
Summary: The popular education of the environment has been very extensive in the country, in order to create, transmit, and in a meaningful way to gain the knowledge of the community about the environment. Because of the current multi-dimensional crisis, scientific, technical, and specialized knowledge is required to deal with complex social and environmental problems, in which context we consider it is necessary to appreciate the popular environmental sciences in order to support the lives of this planet, such as the range of practical and established knowledge of female farmers about the complexity of life, body and/or territory. Further, a horizontal and democratic dialogue between the various sciences (including those originating from the university) will be required, with different rhythms and languages, to lead the way towards the ecosocial transition.
In this communication, we want to reflect on his role in promoting dialogue between popular and/or communitarian environmental education, and we want to identify key approaches to progress in ecosocial transition. To this end, we will do a bibliographic revision of the literature on the popular environmental education. This literature is generally founded on the systematics of practical projects and experiences in this field. In this respect, we can foresee that these land-based practices contribute to the creation of a space for exchange beyond discipline, and to the promotion of critical knowledge in colective and territorial alternatives.
Key-words: Popular Environmental Education, conversations on knowledges, environmental knowledge, ecosocial transitions