Institutional diagnosis: approaching the difficulties for the incorporation of the environmental dimension to school dynamics

Abstract

In 100% of the Public Schools of Santiago de Cali, the strengthening of environmental education was aimed with the participation of the Secretariat of Municipal Education of Santiago de Cali (SEM-Cali), the Zoo Foundation of Cali, and the environmental authorities between the years 2009-2014. There were different phases and purposes based on the cooperation agreements signed at the time. This research aims to disseminate and formalize the diagnosis of the main situations that hinder the implementation of transversal processes in school, especially using PRAE[1] strategy, whose functionality is very important and necessary for decision-making in the management of these processes by SEM and Schools. In order to carry out this process, a field diary was used as data collection instrument, which was processed in a Vester matrix through the Microsoft Excel software package. The results revealed a problem tree composed of different types of difficulties in terms of pedagogical and environmental-educational conceptualization, teachers’ qualification and updating, creativity and resourcefulness. It is then recommended to resignify the roles of the different school stakeholders, since school brings together pedagogical and management projects. The latter are not governed by teachers, and those that are, likewise require institutional decision making that urgently requires the participation of different leaders of the educational community.

[1] They are School Environmental Projects, of a transversal nature, that seek curricular integration from a complex understanding of school reality (See Decree 1743 of 1994).