Pérez Vásquez, Naby del SocorroAlarcón Solera, DanielaPortillo Páez, Francisco Miguel2022-11-162022-11-162022-11-15https://repositorio.unicordoba.edu.co/handle/ucordoba/6782Nowadays, 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.1 CAPITULO I. Aspectos Preliminares 191.1 Planteamiento del Problema 191.1.1 Descripción del Problema 191.1.2 Formulación del Problema 271.2 Objetivos 281.2.1 Objetivo General 281.2.2 Objetivos Específicos 281.3 Justificación 292 CAPÍTULO II. Marco Teórico Referencial 352.1 Estado del Arte 352.2 Marco Teórico 452.2.1 Educación Ambiental 452.2.1.1 La interdisciplinar 482.2.1.2 La investigación 492.2.1.3 La participación y la organización comunitaria 502.3 El Territorio y la Territorialidad 512.4 Percepciones y /o imaginarios sociales 542.4 Cartografía Social 562. 5 Sentipensar 582. 6 Realidades Socioambientales 612. 7 Diálogo de Saberes 622. 8 Marco Espacial 633 CAPITULO III. Diseño metodológico 693.1 Enfoque 713.2 Método 723.3 Paradigma 733. 4 Técnicas e Instrumentos de Recolección de Información 733.5.1 Cartografía social 743.5.2 La observación participante 763.5.3 Entrevistas a profundidad 773.5.4 Análisis de contenido 793.5.5 Triangulación 803. 6 Fases de la Investigación 813.6 .1 Fase I. Diagnóstico 823.6.2 Fase II: Análisis de las realidades y potencialidades socioambientales 833.6.3 Fase III. Estrategia 843. 7 Población y Muestra 843. 8 Consideraciones éticas 854 CAPITULO IV. Resultados y Discusión 874.1 Significación y apropiación del territorio, territorialidad e identidad. 874.2 Las realidades socioambientales desde el diálogo de saberes de cada uno de los actores participantes 1224. 3 Estrategia en Educación Ambiental 1635 CAPÍTULO V. Conclusiones y Recomendaciones 1645.1 Conclusiones 1645. 2 Recomendaciones 1676 CAPÍTULO V. Referencias 169Anexos 190application/pdfspaCopyright Universidad de Córdoba, 2022Trabajo de grado - Maestríainfo:eu-repo/semantics/openAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)PercepcionesTerritorios vividos - pensadosRuralidadEvocaciónPerceptionsLived - Thought territoriesRuralityEvokingFeelthink