Análisis del proceso enseñanza-aprendizaje en torno al cambio climático a partir del currículum intercultural bilingüe

Abstract

One of the main actions to stop climate change is through a deep debate in the teaching-learning process. Therefore, it is considered that in Ecuador two curriculums are used that defend the exit profile of its citizens, which are the national and the intercultural one. The intercultural was formed based on several worldviews that link the relationship between human beings and the environment, one of them is the indigenous Kichwa Andean worldview, which is present in Bilingual Intercultural Education in the mountain region of the country. In this way, in addition to understanding climate change as an accelerating factor in the transformation and impact of natural elements, it is kept in mind as a phenomenon that affects all dimensions of society and the well-being of humanity. Therefore, it is necessary to understand the knowledge, perceptions, problems and ancestral practices of the indigenous-peasant communities, which maintain the ideology of the human being as part of nature and not its owner. This is how this research provides an in-depth analysis of the way in which climate change is included within the EIB curriculum and its teaching-learning process to observe whether an optimal adaptation of the curriculum proposed by the Ministry of Education is achieved to meet rural, peasant-indigenous communities. In this way, the Monte Sinaí educational community, located in the rural area of the Santa Ana parish, was chosen as a case study. Despite the challenges posed by modernity, education that guides awareness and action towards climate change remains a fundamental tool to promote sustainable development and protect the planet for future generations.