Dialogues, transdiscipline and interculturality in processes of teacher and community training in environmental education

Abstract

We present in this work an analysis of continuous teacher training processes and community in Environmental Education (EA), carried out in the Delta del Río Paraná (Tigre, Buenos Aires, Argentina). They were developed in the context of a conflict socio-environmental generated by the advance of real estate, together between the Junqueros Cooperativa Isla Esperanza; and the Delta Wetland Observatory, in which The science didactics group participates (GDC, IFLYSIB, CONICER-UNLP). In the last 15 years, the path traveled by the GDC, together with teachers and social organizations, places us within the critical currents of the field of Education in Natural, Environmental and Health Education (ECNAS). In that framework we question the colonialist claim of superiority of scientific knowledge against other knowledge, without denying its social importance. Therefore, we develop training proposals, through processes of knowledge dialogue, living and feelings, and through the constitution of intersectoral, intergenerational, inter -ethnic and intergenos groups for decision making. From there we try to contribute to the construction of decolonizing pedagogies and the environmental conflict, based on transdisciplinarity, critical and widespread interculturality, and nourished by the links and experiences generated in encounters between those who weave from diverse spaces for life care.