<?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>2448-878X</journal-id>
<journal-title><![CDATA[Revista latinoamericana de estudios educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. latinoam. estud. educ.]]></abbrev-journal-title>
<issn>2448-878X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Iberoamericana (México)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-878X2024000200301</article-id>
<article-id pub-id-type="doi">10.48102/rlee.2024.54.2.622</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Aprendizaje en tiempos del fin de un mundo y la apertura de múltiples mundos. Reflexiones desde la educación ambiental]]></article-title>
<article-title xml:lang="en"><![CDATA[Learning in Times of the End of a World and the Opening of Multiple Worlds. Reflections from Environmental Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Isabel Cristina de Moura]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arias Ortega]]></surname>
<given-names><![CDATA[Miguel Ángel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de la Ciudad de México  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2024</year>
</pub-date>
<volume>54</volume>
<numero>2</numero>
<fpage>301</fpage>
<lpage>329</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-878X2024000200301&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-878X2024000200301&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-878X2024000200301&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El texto aborda el análisis de la pandemia global de diciembre de 2021, causada por el virus Sars-Cov 2, que resultó en millones de muertes y transformó la vida social, institucional y familiar. Tras la estabilización del Covid en varias regiones, se destaca la necesidad de reflexionar sobre los dos años de casi total confinamiento, reconociendo que esta crisis es una superposición de crisis en salud, social, política, económica, educativa y ambiental. Se plantea la importancia de examinar las implicaciones para el ámbito pedagógico y la formación profesional en la &#8220;nueva normalidad&#8221;. Se propone un análisis histórico de la pandemia desde perspectivas psicológicas, sociales, culturales, educativas y ambientales. Se aboga por aprender de la experiencia, revisar las acciones pedagógicas virtuales y construir futuros más prometedores, integrando lo educativo y ambiental. Finalmente, se sugiere utilizar perspectivas analíticas de autores como Isabelle Stengers, Donna Haraway y Ailton Krenak para comprender y abordar los desafíos planteados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The text addresses the analysis of the global pandemic in December 2021, caused by the Sars-Cov 2 virus, resulting in millions of deaths and transforming social, institutional, and familial life. Following the stabilization of Covid-19 in various regions, there is an emphasis on reflecting on the two years of almost complete confinement, acknowledging that this crisis is a superimposition of health, social, political, economic, educational, and environmental crises. The importance of examining the implications for the pedagogical sphere and professional training in the &#8220;new normal&#8221; is highlighted. A historical analysis of the pandemic is proposed from psychological, social, cultural, educational, and environmental perspectives. Advocacy for learning from the experience, reviewing virtual pedagogical actions, and building more promising futures by integrating educational and environmental aspects. Finally, it is suggested to use analytical perspectives from authors such as Isabelle Stengers, Donna Haraway, and Ailton Krenak to understand and address the challenges posed.]]></p></abstract>
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<kwd lng="es"><![CDATA[pandemia]]></kwd>
<kwd lng="es"><![CDATA[medio ambiente]]></kwd>
<kwd lng="es"><![CDATA[virtualidad]]></kwd>
<kwd lng="es"><![CDATA[educación ambiental]]></kwd>
<kwd lng="en"><![CDATA[pandemic]]></kwd>
<kwd lng="en"><![CDATA[environment]]></kwd>
<kwd lng="en"><![CDATA[virtuality]]></kwd>
<kwd lng="en"><![CDATA[environmental education]]></kwd>
</kwd-group>
</article-meta>
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