Abstract

MIRANDA ESTEBAN, Adriana; BEDOLLA SOLANO, Ramón; BEDOLLA SOLANO, Juan José  and  SANCHEZ ADAME, Oscar. Non formal sustainable education to conserve mangroves in coastal areas with students of Sociology, AUGro. RIDE. Rev. Iberoam. Investig. Desarro. Educ [online]. 2020, vol.10, n.20, e018.  Epub Nov 18, 2020. ISSN 2007-7467.  https://doi.org/10.23913/ride.v10i20.618.

Faced with the environmental crisis, the importance of education arises. Universities have the commitment to contribute to sustainability, it is necessary that the environmental dimension is included in the curriculum, so that this dimension implies developing environmental issues in a transversal way, or activities that contribute to understanding the socio-environmental reality for students to analyze the environmental crisis and intervene with strategies, however, sometimes, the curricula are not environmentalized or do not integrate cross-cutting issues such as the environment, and it is necessary to go to non-formal Environmental Education (EE) for this reason, non-formal intervention educational programs are designed and thus contribute to the sustainability that is required. The research was carried out in January-September 2019 and its purpose was to make a diagnosis to identify the presence of the environmental dimension in the Study Plan of the Higher School of Sociology (SPHSS) under the Autonomous University of Guerrero (AUGro) and Implement and evaluate a non-formal workshop-course on Environmental Education aimed at the conservation of mangroves with a socio-environmental approach for students of that institution. The Educational Model of the UAGro establishes sustainability as a guiding principle, however, the (SPHSS) contemplates very little to the environment or said principle.

It was a mixed study, with a focus on action research and descriptive, contemplated three phases, a diagnosis to identify the environmental dimension in the curriculum, therefore, an interview was conducted with students, with variables (inclusion of the environmental dimension in the SPHSS, perception of the environmental crisis, importance of EE and the mangroves), the second phase included the design and elaboration with their respective didactic planning of the course-workshop, a constructivist and competency methodology was followed, the themes that were defined were Environmental Education and the conservation of mangroves, the third included the application and evaluation of the course-workshop in question.

The results indicated that the SPHSS scarcely integrates the environmental dimension, because the learning units that conform it do not link the environmental theme with their objectives, the teachers do not have the competences in that field, the students do not promote environmental competencies among others. In the second phase, it was possible to prepare a workshop-course on Environmental Education to conserve mangroves with a scientific basis, contemplated two sessions, activities and evaluation methods and in the third phase, “application and evaluation” was attended by seventy students from different grades that attended the training, the evaluation carried out, allowed to know that learning and skills were acquired in EE and to protect and conserve mangroves.

The Educational Model of the AUGro establishes sustainability and, therefore, the introduction of cross-cutting issues such as the environment and other themes. However, the (PEESS) very scarcely contemplates this dimension. Authors such as Yanes and Alvarez (2019) state that different countries must incorporate the principle of curricular mainstreaming in the teaching of environmental education for sustainable development through their educational systems. Linares, Tovilla and De la Presa (2004a) considered that environmental education is necessary to help raise awareness about the problem affecting mangrove forests today, they also comment that, through workshops for the protection of mangroves, it has been managed to involve some people for a rational use of man and his resources.

Keywords : Non-formal Environmental Education; mangroves; socio-environmental; sustainability.

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