<?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>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672020000100118</article-id>
<article-id pub-id-type="doi">10.23913/ride.v10i20.618</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Educación sustentable no formal para conservar los manglares en zonas costeras con estudiantes de Sociología, UAGro]]></article-title>
<article-title xml:lang="en"><![CDATA[Non formal sustainable education to conserve mangroves in coastal areas with students of Sociology, AUGro]]></article-title>
<article-title xml:lang="pt"><![CDATA[Educação sustentável não formal para conservação de manguezais em áreas costeiras com estudantes de Sociologia, UAGro]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Miranda Esteban]]></surname>
<given-names><![CDATA[Adriana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bedolla Solano]]></surname>
<given-names><![CDATA[Ramón]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bedolla Solano]]></surname>
<given-names><![CDATA[Juan José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez Adame]]></surname>
<given-names><![CDATA[Oscar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Guerrero  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Guerrero  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Tecnológico Nacional de México ITA Acapulco ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Autónoma de Guerrero  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2020</year>
</pub-date>
<volume>10</volume>
<numero>20</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672020000100118&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672020000100118&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672020000100118&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[resumen está disponible en el texto completo]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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, &#8220;application and evaluation&#8221; 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Diante da crise ambiental, surge a importância da educação. As universidades estão comprometidas em contribuir para a sustentabilidade, é necessário que a dimensão ambiental seja incluída no currículo, para que essa dimensão implique o desenvolvimento de questões ambientais de forma transversal, ou atividades que contribuam para a compreensão da realidade socioambiental para os alunos analisarem a crise ambiental e intervirem em estratégias; no entanto, às vezes, os currículos não são ambientalizados ou não integram questões transversais, como o meio ambiente, e é necessário ir para a Educação Ambiental não formal Por esse motivo, programas educacionais de intervenção não formal são projetados e, assim, contribuem para a sustentabilidade necessária. A pesquisa foi realizada no período de janeiro a setembro de 2019 e teve como objetivo diagnosticar a presença da dimensão ambiental no Plano de Estudos da Escola Superior de Sociologia (PEESS) da Universidade Autônoma de Guerrero (UAGro) e Implementar e avaliar um curso não formal de educação ambiental voltado para a conservação de manguezais, com uma abordagem socioambiental para os alunos daquela instituição. O Modelo Educacional da UAGro estabelece a sustentabilidade como princípio norteador, no entanto, o (PEESS) contempla muito pouco o meio ambiente ou o referido princípio.  Foi um estudo misto, com foco em pesquisa-ação e descritivo, contemplado três fases, um diagnóstico para identificar a dimensão ambiental no currículo, portanto, foi realizada uma entrevista com os alunos, com variáveis &#8203;&#8203;(inclusão da dimensão ambiental no currículo). (PEESS, percepção da crise ambiental, importância da EA e manguezais), a segunda fase incluiu o desenho e a elaboração do respectivo planejamento didático do curso-workshop, seguiu-se uma metodologia construtivista e de competência, os temas definidos foram Educação Ambiental e conservação de manguezais, a terceira incluiu a aplicação e avaliação do workshop-curso em questão. Os resultados indicaram que o PEESS mal integra a dimensão ambiental, porque as unidades de aprendizagem que o conformam não vinculam o tema ambiental aos seus objetivos, os professores não possuem competências nesse campo, os alunos não promovem competências ambientais entre outros . Na segunda fase, foi possível preparar um curso de oficina sobre Educação Ambiental para conservar manguezais com base científica, contemplou duas sessões, atividades e métodos de avaliação e na terceira fase, "aplicação e avaliação" foram assistidas por setenta alunos das diferentes séries que participaram do treinamento, a avaliação realizada permitiu saber que o aprendizado e as habilidades foram adquiridos na EA e proteger e conservar os manguezais. O Modelo Educacional da UAGro estabelece sustentabilidade e, portanto, a introdução de questões transversais como meio ambiente e outros temas, mas o PEESS mal contempla essa dimensão. Autores como Yanes e Álvarez (2019) afirmam que diferentes países devem incorporar o princípio da integração curricular no ensino da educação ambiental para o desenvolvimento sustentável por meio de seus sistemas educacionais. Linares, Tovilla e De la Presa (2004a) consideraram que a educação ambiental é necessária para ajudar a aumentar a conscientização sobre o problema que afeta hoje as florestas de mangue, eles também comentam que, através de oficinas para a proteção de manguezais, tem sido conseguiu envolver algumas pessoas para um uso racional do homem e de seus recursos.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación ambiental no formal]]></kwd>
<kwd lng="es"><![CDATA[manglares]]></kwd>
<kwd lng="es"><![CDATA[socioambiental]]></kwd>
<kwd lng="es"><![CDATA[sustentabilidad]]></kwd>
<kwd lng="en"><![CDATA[Non-formal Environmental Education]]></kwd>
<kwd lng="en"><![CDATA[mangroves]]></kwd>
<kwd lng="en"><![CDATA[socio-environmental]]></kwd>
<kwd lng="en"><![CDATA[sustainability]]></kwd>
<kwd lng="pt"><![CDATA[Educação Ambiental Não Formal]]></kwd>
<kwd lng="pt"><![CDATA[sustentabilidade]]></kwd>
<kwd lng="pt"><![CDATA[manguezais]]></kwd>
<kwd lng="pt"><![CDATA[socioambientais]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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