Construction of environmental knowledge through the development and use of free technologies for participatory environmental survey in wetland areas: a process of dialogic articulation between universities, schools, teacher training institutes and social organizations

Abstract

Within the framework of the deep environmental, economic, political, social, cultural and ideological crises, collected by different authors under the concept of civilizational crisis, Latin America's social communities and organizations resist the accumulation regime by dispossession, characteristic of the current economic model Global. The ecological and social deterioration that this model produces, epistemologically questions our knowledge of the world. In the province of Buenos Aires, Argentina, the progress of the industrial agriculture model represents a serious environmental conflict, which puts into play the sustainability of human and non -human life. Degraded wetland systems of great ecological and cultural importance. However, local studies about this impact are scarce. The techniques used for their determination require specific knowledge and equipment generally inaccessible to communities. We present here the preliminary analysis of a project in progress that promotes teacher training and the construction of environmental knowledge through the use of free development technologies for the realization of participatory environmental surveys in wetland areas. It worked in the Saladillo party from a participatory research methodology together with a teacher training and a secondary level technical school, such as deepening a previous and continuous work. It is reflected from a pedagogical-didactic perspective about the contribution of free technologies for environmental education. Instances of environmental rationality and environmental knowledge are analyzed that contribute to the understanding and transformation of the society-environment-nature relationship, from a dialogic process between academic and popular knowledge, which combine the practical with the theoretical through lines of thought Critic with an approach based on popular education.