Publication: Leer el mundo con letras ambientales : un quehacer cívico y pedagógico en la formación del profesorado
Authors
Caride, José Antonio
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
https://doi.org/10.47553/rifop.v31i3
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info:eu-repo/semantics/article
Description
Abstract
Darse a la lectura del mundo con letras ambientales, más allá
de situarnos ante una metáfora que sugiere nuevas oportunidades
para la alfabetización lecto-escritora, desvela un deseo inequívoco:
abrir el conocimiento a la vida en toda su diversidad.
Un modo, entre otros, de alentar enseñanzas y aprendizajes
sensibles a los valores que precisamos para construir una ciudadanía
socio-ambientalmente comprometida con los derechos
humanos y ecológicos, en las realidades próximas y en las que tienen un alcance planetario. Siendo una tarea desafiante, de amplios recorridos cívicos y pedagógicos, el profesorado –desde su formación hasta su desempeño profesional– debe asumir un protagonismo clave en la re-creación permanente de la lectura
y escritura de los textos en sus contextos.
Reading the world with ‘environmental words ‘, not only provides a metaphor that suggests new opportunities for reading and writing literacy, but uncovers a clear desire: to open up knowledge to life in all its diversity. One way, among others, to encourage teaching and learning practices that are sensitive to the values we need to build a socio-environmental citizenry that is committed to human and ecological rights, both in close scenarios and in those that have a global scope. This is a challenging task, with broad civic and educational channels, and teaching staff–from their training to their professional practice–must assume a key role in the permanent re-creation of the ‘reading’ and ‘writing’ of texts in their contexts.
Reading the world with ‘environmental words ‘, not only provides a metaphor that suggests new opportunities for reading and writing literacy, but uncovers a clear desire: to open up knowledge to life in all its diversity. One way, among others, to encourage teaching and learning practices that are sensitive to the values we need to build a socio-environmental citizenry that is committed to human and ecological rights, both in close scenarios and in those that have a global scope. This is a challenging task, with broad civic and educational channels, and teaching staff–from their training to their professional practice–must assume a key role in the permanent re-creation of the ‘reading’ and ‘writing’ of texts in their contexts.
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Citation
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