Abstract:
The paper examines the perceptions of teachers and directors regarding the factors that promote or constrain complex environmental education, which generates knowledge, with participatory devices and oriented to equity in educational institutions in Metropolitan Area of Buenos Aires (Argentina). As result, we detected heterogeneous experiences and willingness to set new practices up. But there are factors limiting the change: deep-rooted cultural customs; shortcomings in terms of teacher training; in public policies a lack of clarity about environmental education objectives, curricular approach and pedagogical devices. Fragmented and naturalists approaches, and lack of a critical perspective prevail. At the institutional level, the relevance of implementing sustainable practices in classroom is discussed. Perceptions also operate as obstacles. All this hinders the adoption of new environmental education actions and the momentum needed to sustain them over time.
Keywords:
Perceptions; Teachers; Environmental education; Argentina
