Educación Ambiental y Ecociudadanía: un proyecto ontogénico y político
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
En este texto se identifican algunas características de la educación ambiental tal como se ha desarrollado este campo a lo largo de las últimas décadas. Se pone en evidencia su diversidad y vitalidad, a pesar de los desafíos que perduran, en particular la falta de propuestas institucionales apropiadas para impulsar su despliegue. Globalmente, se puede comprobar que la educación ambiental sigue siendo una obra colectiva permanente, aún a contra-corriente, pero cada vez reforzada y alimentada por las iniciativas de sus artesanos para los cuales el aprendizaje es un acto ontogénico y político, en el corazón de la refundación de nuestro mundo. Para seguir enriqueciendo la educación ambiental contemporánea, se propone profundizar los fenómenos interrelacionados de la identidad ecológica y del compromiso, en la perspectiva del desarrollo de una ecociudadanía. This article presents some core characteristics of environmental education as it has been unfolded through the last decades, and celebrates the diversity and vitality of this theoretical and practical field, despite many structural and cultural difficulties. One of the main issues here is the lack of adequate institutional policies or programs that could promote this essential dimension of education. Globally, environmental education has been and still is a collective work in progress, most often advancing against cultural and political currents, but sustained and enriched by its actors initiatives for whom education is an ontogenic and political act. In order pursue the development of a contemporary relevant education, there would be a need to explore the complex relationship between the psycho-social interrelated phenomenons of identity and involvement, so as to enhance ecocitizenship education.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.002 | 0.002 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.004 | 0.003 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.004 | 0.002 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.009 | 0.004 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it