Resumen en inglés

Nowadays, implementing environmental education (EE) in all educational fields has become an urgent need, which requires to be attained. The way to achieve this goal is to design a proposal that strengthens regional identity. Hence, integrating EE, territories, socioenvironmental realities, and the educational community reflects the beginning of this strengthening process we need for EE to become an interdisciplinary subject. This qualitative research used the interpretative paradigm to study the cases of 8th and 9th grade students, teachers, parents, and elderly people from Institución Educativa El Silencio school community, who were selected by random convenient sampling and participated in the three stages of the investigation. During the first stage, participants’ perceptions of region, regional identity and environment were diagnosed so that their feelings towards environmental issues were identified and analysed using the Atlas Ti 9 Software and a data matrix. Likewise, in the second stage, socioenvironmental realities were analysed based on one-on-one conversations with the locals, which were key to determine that such realities are not a problem for the community but hold great potential. Therefore, based on this analysis the environmentally-educational “ETERPAR” proposal was presented; and after being evaluated by academic peers to determine its appropriateness, it was implemented in the Silencio, Puerto Escondido – Córdoba, Colombia community, with the support of the previously mentioned school, evoking the integration and strengthening of EE and the rural area in a systemic way; leaving individualism behind and consequently reaching for sustainability in the community.