Resumen de Educación Ambiental e Educación para a Cidadanía Global: encontro de movementos educativos?
- galego
A Educación Ambiental é un movemento educativo que xurde nos 60, como resposta ao deterioro ambiental, da man de científicas/os, naturalistas e ecoloxistas; a Educación para o Desenvolvemento xurde tras a II Guerra Mundial como resposta educativa solidaria fronte ao somentemento dos pobos, da man dos pacifistas, relixiosos ou partidos políticos. Ambos son movementos educativos internacionais, apoiados por Organismos internacionais, Gobernos nacionais e Grupos locais. Aínda que tiveron comenzos, obxectivos e actores dispares, están nun punto de encontro na Educación para a Cidadanía Global. Mostramos as sinerxias e singularidades destes movementos como espazos de transformación e innovación educativa.
- English
Environmental Education (EE) is an educational movement that emerged in the 60s, as a response to the evidence of environmental deterioration, promoted by scientists, naturalists and incipient ecological groups; on the other hand, Education for Development (EfD), which emerged after World War II, is the solidarity educational answer frontto the submission as a form of relationship between country(mainly from the North on the South), and it is promoted by pacifist groups, religious or political parties. The two are configured as international educational movements, backed by International Organizations, National Governments, and Local Groups; In both cases there is an evolution from itsinitial positioning, giving rise to 4 stages in the first case and to 5 generations in the second (the last generation known as "of the Global Citizenship").Although they had different beginnings, objectives and actors, these movements are in a meeting point with the Sustainable Development Goals. Next, we show the synergies and singularities of these movements in the global context, as spaces for transformation and educational innovation. The context of the analysis goes beyond the institutionalized educational space, which made special emphasis on the beginnings of direct intervention.
