Critical ecopedagogy as an educational novelty to preserve life

Abstract

This article aims to deploy a type of classroom pedagogy in an experimental waywith the intention of contributing to the formation of a new type of professional atthe service of humanity. At the methodological level, the qualitative approach wasapplied and the research was framed in the dialectical socio-critical paradigm,based on the use of focus groups as a tool, whose main findings were to connectwith the creative sources of each of those involved in the teaching and learningprocess, under an approach of reasoning, interpretation and inference, which arepillars in the human critical capacity. This educational novelty is a gateway toacademic training, from a holistic, emancipatory approach, with the intention ofpromoting professionals who promote sustainable human development as a strate-gy to preserve planetary life. This is a task, which although titanic, due to the pit-falls to be faced, is based on education, which always manages to provide answersto the great unknowns of humanity. This research fulfilled the objective of offer-ing, in an experimental way, a new pedagogical option at the service of education,which, in its critical and ecological conception, turns it into a key component tocontribute to the preservation of life and therefore, to promote sustainable humandevelopment, led and driven by the new professionals trained under this type ofpedagogy by involving them in all theprocesses inherent to our way of living as asociety.