Resumo

FUENTES MOLINA, Natalia  e  GONZALEZ FRAGOZO, Harold Enrique. Greening of University Curriculum: A Challenge of Ecopedagogy. Rev. Fac. Cienc. Tecnol. [online]. 2016, n.40, pp.310-339. ISSN 0121-3814.

Universities have made progress in greening their curricula, but the way to make a better environment come true is just beginning. For this purpose, it is necessary to educate people able to develop in this global society, which demands a strong commitment of the academic community in order to recognize and use ecopedagogy as a crosscutting issue to manage critical and relevant expertise in the training processes associated to curriculum proposals. It requires to reflect and alert on the urgent need to use the amount of existing instruments and methodologi have an efficient impact in improving the quality of life. Universities are making a difference in the approach to environmental education, but they are still lacking, firstly, the change of collective mindset to seize the future and, secondly, important and real efforts showing the materialization of actions in the university-nature relationship. In short, the challenge of ecopedagogy is to be regarded as a fundamental element of the universities' educational process, and thus transform teaching practices as a response to a changing world and where environmental realities are highly-competitive. Therefore, this research provides some guidelines to understand that greening the curriculum is part of the dynamics of educational processes, which not only need to publicize the workings of nature, the environment, environment connected issues and possible remedial actions, but also to integrate really strongly different transforming actors to implement quite properly the measures taken, respecting cultural diversity, natural dynamics, accepting innovation in contextualized experiences, and valuing the actions of communities to strengthen and achieve challenges pursued byeco-pedagogy. Since we are living in complex and troubled times, we need more flexible teaching guidelines that allow us to strengthen our actions in uncertain, emerging and complex contexts.

Palavras-chave : Ecopedagogy; university curriculum; environmental crisis; environmental responsibility.

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