<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0121-3814</journal-id>
<journal-title><![CDATA[Tecné, Episteme y Didaxis: TED]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Fac. Cienc. Tecnol.]]></abbrev-journal-title>
<issn>0121-3814</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica NacionalFacultad de Ciencia y Tecnología]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0121-38142022000100299</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Las competencias ambientales clave en las actividades docentes del profesorado de ciencias]]></article-title>
<article-title xml:lang="en"><![CDATA[Key Environmental Skills in Teaching Activities of Science Teachers]]></article-title>
<article-title xml:lang="pt"><![CDATA[As competências ambientais chave nas atividades docentes de professores de ciência]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Penagos]]></surname>
<given-names><![CDATA[William Mora]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guerrero]]></surname>
<given-names><![CDATA[Nathaly]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Distrital Francisco José de Caldas  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Distrital Francisco José de Caldas  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2022</year>
</pub-date>
<numero>51</numero>
<fpage>299</fpage>
<lpage>316</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-38142022000100299&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-38142022000100299&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-38142022000100299&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Nuestra sociedad actual se caracteriza por un estado de crisis civilizatoria, donde la pobreza, la inequidad y los conflictos conforman un sistema de problemáticas de las relaciones sociedad-naturaleza, que hacen que la formación ambiental se haga necesaria y urgente en nuestro sistema educativo. El desarrollo de capacidades y formación de competencias ambientales de los docentes, particularmente de ciencias, son determinantes para permitir que en las instituciones educativas los estudiantes tengan una formación ciudadana, crítica y democrática para participar en la toma de decisiones responsables frente a los problemas ambientales locales. Este artículo, a partir de la con-ceptualización de las relaciones capacidades/competencias, presenta las competencias ambientales para la acción, como base de las propuestas para la sostenibilidad ambiental frente a las demandadas actuales como criterio de idoneidad en los currículos de todos los niveles educativos, en particular de la educación superior. Por último, se propende por unas competencias ambientales integradas, relacionadas con las transiciones/progresiones de aprendizaje, que hacen parte de los estándares de ciencias, en la formación de los estudiantes, lo que hace necesario procesos formativos del profesorado en enfoques de enseñanza, como las cuestiones sociocientíficas y cuestiones socioambientales agudas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Nowadays, society characterizes for being in a state of civilizational crisis, where poverty, inequality, and conflicts develop a system of problems that make environmental training necessary in our educational system. This urgent change could help with the training of ecological competencies in teachers, particularly in science, which is decisive to allow students to have civic, critical, and democratic training to participate in decision-making for local environmental problems. In this essay, based on the conceptualization of the competencies in relationships, the environmental competencies for action could be the basis for the proposals of actions for ecological sustainability, currently demanded as a criterion of suitability in the curricula of all educational levels, especially in higher education. Finally, it is aimed at integrated environmental competencies, related to learning transitions, which are part of the science standards in the training of students, making teacher training processes in socio-scientific and acute socio-environmental issues a necessary matter.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Nossa sociedade atual caracteriza-se por um estado de crise civilizatória, onde a pobreza, a desigualdade e os conflitos compõem um sistema problemático das relações sociedade-natureza, que tornam a formação ambiental necessária e urgente em nosso sistema educacional. O desenvolvimento de capacidades e formação de competências ambientais dos professores, particularmente de ciências, são determinantes para permitir que nas instituições de ensino os alunos tenham uma formação cidadã, crítica e democrática para participar da tomada de decisões responsável diante aos problemas ambientais locais. Neste artigo, a partir da conceitualização das relações capacidades/competências, apresenta as competências ambientais para a ação, como base das propostas para a sustentabilidade ambiental em relação às demandas atuais como critério de elegibilidade nos currículos de todos os níveis de educação, em especial o ensino superior. Por fim, orienta-se por umas competências ambientais integradas, relacionadas com as transições / progressões de aprendizagem, que fazem parte dos padrões de ciências, na formação de alunos, o que torna necessário os processos de formação de professores em abordagens de ensino, como as questões sócio-científicas e questões socioambientais agudas.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación ambiental y educación en ciencias]]></kwd>
<kwd lng="es"><![CDATA[competencia acción integrada]]></kwd>
<kwd lng="es"><![CDATA[cuestiones socioambientales.]]></kwd>
<kwd lng="en"><![CDATA[environmental education and science education]]></kwd>
<kwd lng="en"><![CDATA[integrated action competency]]></kwd>
<kwd lng="en"><![CDATA[socio-environmental issues.]]></kwd>
<kwd lng="pt"><![CDATA[educação ambiental e educação em ciências]]></kwd>
<kwd lng="pt"><![CDATA[competência de ação integrada]]></kwd>
<kwd lng="pt"><![CDATA[questões socioam-bientais]]></kwd>
</kwd-group>
</article-meta>
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