<?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>1405-6666</journal-id>
<journal-title><![CDATA[Revista mexicana de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[RMIE]]></abbrev-journal-title>
<issn>1405-6666</issn>
<publisher>
<publisher-name><![CDATA[Consejo Mexicano de Investigación Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1405-66662020000400873</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Educación para el cambio climático y saberes ambientales en declaraciones del alto segmento de la COP25]]></article-title>
<article-title xml:lang="en"><![CDATA[Education for Climate Change and Environmental Knowledge in Declarations of the High-level Segment of COP25]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Prosser Bravo]]></surname>
<given-names><![CDATA[Gabriel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arboleda-Ariza]]></surname>
<given-names><![CDATA[Juan Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bonilla Hevia]]></surname>
<given-names><![CDATA[Nicolás]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Academia de Humanismo Cristiano Escuela de Psicología ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Chile Facultad de Ciencias Sociales Departamento de Psicología]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Surcolombiana Facultad de Ciencias Sociales y Humanas Programa de Psicología]]></institution>
<addr-line><![CDATA[Neiva Huila]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<volume>25</volume>
<numero>87</numero>
<fpage>873</fpage>
<lpage>899</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-66662020000400873&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-66662020000400873&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-66662020000400873&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Ante la crisis climática se ha generado una serie de estrategias intergubernamentales que se discuten en cumbres como las Conferencias de las Partes (COP). El objetivo de este estudio es describir aquellos saberes ambientales y nociones sobre educación para el cambio climático que estén presentes en los discursos del alto segmento de la COP25. Se realizó un análisis de contenido cualitativo buscando develar los sentidos explícitos e implícitos que emergen de 116 discursos emitidos en la COP25. Los principales hallazgos muestran pocas referencias explícitas a la educación y que los saberes ambientales se relacionan con actores clave de la acción climática: los agentes estatales, los científicos, los jóvenes y los indígenas. Las conclusiones indican que estos discursos se plantean desde una retórica de la acción que implica únicamente una política de greenwashing y no esfuerzos concretos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In response to the crisis of climate change, a series of intergovernmental strategies has been generated and is discussed at summits like the Conferences of the Parties (COP). The objective of this study is to describe environmental knowledge and ideas about climate change education that are present in the discourses of the high-level segment of COP25. Qualitative content analysis was carried out in an attempt to reveal the explicit and implicit meanings that emerged from 116 discourses delivered at COP25. The main findings show few explicit references to education and relate environmental knowledge to the key actors in climate action: state agents, scientists, young people, and the Indigenous. The conclusions indicate that these discourses are established from a rhetoric of action that implies only a greenwashing policy, without concrete efforts.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[cambio climático]]></kwd>
<kwd lng="es"><![CDATA[educación ambiental]]></kwd>
<kwd lng="es"><![CDATA[análisis de discursos]]></kwd>
<kwd lng="en"><![CDATA[climate change]]></kwd>
<kwd lng="en"><![CDATA[environmental education]]></kwd>
<kwd lng="en"><![CDATA[discourse analysis]]></kwd>
</kwd-group>
</article-meta>
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