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Critical Environmental Education in Latin America from a Socio-Environmental Perspective: Identity, Territory, and Social Innovation

Author

Listed:
  • Rodrigo Florencio da Silva

    (ESIME Ticomán del Instituto Politécnico Nacional, Mexico City 06600, Mexico)

  • Alma Delia Torres-Rivera

    (UPIEM del Instituto Politécnico Nacional, Mexico City 07738, Mexico)

  • Vilmar Alves Pereira

    (School of Education, Universidad Internacional Iberoamericana—UNINI, Campeche 24560, Mexico)

  • Luciano Regis Cardoso

    (Instituto de Desenvolvimento Sustentável Mamirauá, Tefe 69553-225, Brazil)

  • Melgris José Becerra

    (Instituto de Geociências, Universidade Federal do Pará (UFPA), Belem 66075-110, Brazil)

Abstract

The objective of this study was to contemplate the role of critical environmental education in Latin America from a socio-environmental perspective and explore how environmental problems associated with justice in territories and communities face the dynamics of the complexity of the effects of climate change. They modify the economic and social dynamics that little by little strip communities of their identity and deepen inequality. Selection and recovery of the articles in the bibliographic review, published between 2018 and 2022, used to determine the state of the question were carried out with the search chain integrated by the following keywords: critical environmental education, territory, and social innovation, which make up an analysis carried out using hermeneutic phenomenology from a socio-environmental perspective. The main finding is that critical environmental education in Latin America reveals historical distortions, forms of colonization, and modes of production associated with the exploitation of nature that deepen extreme poverty. On the other hand, the region’s contradictions contribute to understanding the territory and identifying processes of social innovation that favor community life, recognizing new ways of being and living together in Latin America, whose cultural dimension and belonging follow the logic governed by the principles of binomial biodiversity and economy.

Suggested Citation

  • Rodrigo Florencio da Silva & Alma Delia Torres-Rivera & Vilmar Alves Pereira & Luciano Regis Cardoso & Melgris José Becerra, 2023. "Critical Environmental Education in Latin America from a Socio-Environmental Perspective: Identity, Territory, and Social Innovation," Sustainability, MDPI, vol. 15(12), pages 1-16, June.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:12:p:9410-:d:1168977
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    References listed on IDEAS

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