ENVIRONMENTAL EDUCATION, TERRITORIALITY AND INTERCULTURALITY, FROM THE SUSTAINABLE TO THE ‘GOOD LIVING’ IN LATINOAMÉRICA

• Main Authors: Liberio Victorino-Ramírez, Eliza Bertha Velázquez-Rodríguez, Rosey Obet Ruíz-González
• Format: Article
• Language: English
• Published: Universidad Autónoma Indígena de México 2014-01-01
• Series: Ra Ximhai
• Subjects: environmental education; intercultural; territorial and sustainability.
• Online Access: https://docs.google.com/file/d/0B3tidJTiCU5eUWhpMWUxbmh2Y28/edit

There have been recently known new theoretical proposals with a territorial and intercultural focusing and without qualifying development. What we mean with this, is that is not the market what has to be supported, neither the production, nor the economy; what it has to be sustainable and lasting, is the length of life. The world vision of one of the most important flows in Latin America consists in this: the holistic and constructivist vision of the Red Nuevo Paradigma (Souza and Victorino 2010). The aim of this article is to make a synthesis of the evolution of the theories of environmental education, territory and interculturality and development, through a documentary review, from the most traditional theories such as environmental education for conservation until the most recent of the environmental education for sustainability, including ingredients such as the integral endogenous development and for ‘the good living’, from the Latin America perspective to build a political and educative proposal based on the environmental education for the sustainability in the superior education, in the intercultural context with a territorial focusing.