<?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>S0121-38142022000200047</article-id>
<article-id pub-id-type="doi">10.17227/ted.num52-16501</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Educación ambiental crítica freireana: análisis de corrientes y aportes para la formación de profesores]]></article-title>
<article-title xml:lang="en"><![CDATA[Freirean Critical Environmental Education: Current Analysis and Contributions to Teacher Training]]></article-title>
<article-title xml:lang="pt"><![CDATA[Educação ambiental crítica freireana: análises das correntes e contribuições para a formação de professores]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreno-Sierra]]></surname>
<given-names><![CDATA[Diana Fabiola]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez-Pérez]]></surname>
<given-names><![CDATA[Leonardo Fabio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Pedagógica Nacional Departamento de Biología ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Pedagógica Nacional Departamento de Química ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<numero>52</numero>
<fpage>47</fpage>
<lpage>64</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-38142022000200047&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-38142022000200047&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-38142022000200047&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este artículo se caracteriza la educación ambiental crítica basada en el pensamiento de Paulo Freire, como una propuesta significativa que contrasta con las demás corrientes de la educación ambiental, y que contribuye con la formación del profesor como intelectual crítico agente de procesos dialógicos y colectivos. Así, a partir de sus saberes problematiza y como transforma las relaciones entre sujetos y naturaleza. Como punto de partida, se analizan las corrientes naturalista, conservacionista, resolutiva, sostenible, sistémica, holística y pragmática de la educación ambiental, las cuales han sido abordadas en diferentes prácticas educativas, demostrando que no es posible continuar describiendo esta educación de forma general. Por el contrario, es necesario caracterizar cada corriente con el objetivo de potenciar una educación ambiental crítica, la cual retoma los aportes de la educación transformadora, considerando al ser humano como inacabado e histórico. Asimismo, la educación ambiental crítica se apoya en los principios de totalidad, complejidad, interdisciplinaridad y praxis educativa para comprender la relación del hombre con la naturaleza en la sociedad actual. Finalmente, discutimos las perspectivas de formación de profesor técnico y práctico, las cuales se fundamentan en un tipo de racionalidad que, a su vez, orientan los procesos de enseñanza, los cuales promueven frecuentemente una educación ambiental conservadora, reproductora de las relaciones vigentes, frente a lo cual consideramos necesario profundizar en la comprensión del profesor como intelectual crítico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this article, we characterize the critical environmental education based on the thought of Paulo Freire as a significant proposal that contrasts with different environmental education proposals which contribute to the teacher education as a critical intellectual agent of dialogical and collective processes, which from their knowledge problematizes and transforms the relationships between subjects and nature. As a starting point, the naturalistic, conservationist, decisive, sustainable, systemic, holistic, and pragmatic environmental education proposals are analyzed, which have been addressed in different educational practices, demonstrating that it is not possible to continue describing this education in a general way, for, on the contrary, it is necessary to characterize each proposal with the aim of promoting a critical environmental education, which takes up the contributions of transformative education, considering the human being as unfinished and historical. Likewise, critical environmental education is based on the principles of totality, complexity, interdisciplinarity, and educational praxis to understand the relationship between man and nature today. Finally, we discuss the perspectives of technical and practical teacher training, which are based on a type of rationality that in turn guides the teaching processes, which on many occasions promote a conservative environmental education, reproducing existing relationships, as opposed to what which, we consider it necessary to deepen the understanding of the teacher as a critical intellectual.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo é caracterizada a educação ambiental crítica baseada no pensamento de Paulo Freire compreendida como uma proposta significativa que faz contraste com as outras correntes da educação ambiental e que contribui com a formação do professor enquanto intelectual crítico gerador de processos dialógicos e coletivos, que a partir de seus saberes problematiza e muda as relações entre sujeitos e natureza. Para começar são analisadas as correntes naturalista, conservacionista, resolutiva, sustentável, sistémica, holista e pragmática da educação ambiental, as quais são consideradas em diferentes práticas educacionais, evidenciando que não é possível continuar descrevendo essa educação de forma geral, pelo contrário, é necessário caracterizar cada corrente com o objetivo de potencializar a educação ambiental crítica, a qual articula contribuições da educação emancipatória considerando o ser humano como inacabado e histórico. Da mesma forma, a educação ambiental crítica fundamenta-se nos princípios de totalidade, complexidade, interdisciplinaridade e práxis educacional para compreender a relação do ser humano com a natureza na sociedade atual. Finalmente, discutimos as perspectivas de formação do professor técnico e prático, as quais fundamentam uma racionalidade que ao mesmo tempo, orienta os processos de ensino, os quais favorecem a educação ambiental conservadora que reproduz as relações vigentes, diante ao qual consideramos necessário aprofundar na compreensão do professor como intelectual crítico.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación ambiental crítica]]></kwd>
<kwd lng="es"><![CDATA[pensamiento freireano]]></kwd>
<kwd lng="es"><![CDATA[corrientes ambientales]]></kwd>
<kwd lng="es"><![CDATA[profesor crítico]]></kwd>
<kwd lng="en"><![CDATA[critical environmental education]]></kwd>
<kwd lng="en"><![CDATA[Freirean thought]]></kwd>
<kwd lng="en"><![CDATA[critical teacher environmental conceptions]]></kwd>
<kwd lng="pt"><![CDATA[educação ambiental crítica]]></kwd>
<kwd lng="pt"><![CDATA[pensamento freireano]]></kwd>
<kwd lng="pt"><![CDATA[correntes ambientais]]></kwd>
<kwd lng="pt"><![CDATA[professor crítico]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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