Situated learning for landscape care: experiences in schools of Veracruz and Yucatán. Mexico
DOI:
https://doi.org/10.32870/dse.v0i31.1525Abstract
In this article, we seek to show how situated learning progressions designed and implemented by basic education teachers in Mexican schools contribute to transformative educational and socio-ecological practices, particularly integrating women's knowledge, practices, and everyday concerns about their landscape as a meaningful and caring context. Theoretically, we start from an emancipatory perspective of education, in conjunction with learning situated in the landscape as an ecological, social, cultural and historical context. We aspire to an ecofeminist, not anthropocentric or androcentric, education that revolves around the knowledge and practices of landscape care built by women. Methodologically, we carry out collaborative research and training accompanied by teachers, which involves conversations, interviews, observation and systematization of the teaching experience. In our results, we present and discuss findings on a) women's socio-ecological knowledge, practices and concerns about/for the care of their own, authentic landscape; b) learning situated in social interaction with teachers, students, families and women in/from/for the care of the landscape; and c) transformative educational practices.
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