Introduction
Colombia is a megadiverse country (Andrade 1992), in which the deterioration of natural ecosystems and the loss of biodiversity are associated with the degradation of ecosystems, habitat loss and the fragmentation of forested areas (Terborgh, 1989). This transformation process includes the substitution of forested areas for areas destined for agriculture, livestock or human use, a problem shared by the Tropical Dry Forest with other ecosystems. Additionally, these forests are found in areas with environmental conditions that favor human colonization, being one of the most used, disturbed, less conserved and little-studied ecosystems of the Neotropic and world forests.
The environmental circumstances that exist in commune five of the DTCH of Santa Marta, where the IED Nicolás Buenaventura is established, whose main headquarters is in the Luis R Calvo neighborhood, and with other headquarters in the neighborhoods: Bastidas, Chimila and Fundadores, They lead us to reflect on the conservation of the tropical dry forest, finding sustainable alternatives to the multiple problems present in the environment; where it was evidenced that the community has been unfair to nature itself, due to the inadequate conservation they make of their environment.
The project is oriented from an investigative perspective and starts from diagnosing the ecological reality of the community, starting from some tests and works applied by the teacher Mauricio Duque, during the last two years with the aim of enriching and having more clarity regarding the problem related to the surrounding tropical dry forest and in this way propose possible strategies that contribute to the conservation of the tropical dry forest. The basic theoretical foundations for the development of this work are based on a series of researchers who refer to the conservation of the environment and the conservation of tropical dry forests, the following being worth mentioning:
Torres, M. (1996), recognized theorist of environmental education, affirms that it plays a fundamental role being understood as “the process that allows the individual to understand the relationships of interdependence with their environment from the reflective and critical knowledge of their reality biophysical, social, economic, political and cultural ”, so that from the concrete appropriation, attitudes of appreciation and respect for the environment can be generated in him and in his community.
For Sauvé, L. (2002), environmental education tries to improve the quality of being of people and their environment, the challenge is to develop a school capable of accompanying and looking at reality. The object of environmental education is the relationship with the environment from three perspectives: the environment as such, other people and the relationship with oneself called “identity construction”. Nova, M. (1996), illustrates environmental education in a few words: it is, in itself, an instrument for sustainable development.
Environmental education is a continuous process that attends to the formation of an ecological culture in society, through the management and accumulation of knowledge, attitudes, skills and values about man's relationship with nature and how to implement possible resources and instruments to carry out concrete actions in favor of the conservation of the environment and its components. Ramírez, J. & Ramírez, G. (2000)
For González, E. (1993), environmental education includes training programs, as a “school innovation project, and specifies that no matter how well planned it is, it will culminate in failure if the need to train staff is not considered. teacher who will be in charge of its instrumentation ”. For its part, Sánchez, M (2001), expresses herself in a different way and defines it as a strategic project that seeks to face the environmental crisis that is currently being experienced and, consequently, that of civilization; the dimensions of their scope of action are complex, so they have to be approached from an interdisciplinary approach that leads in practice to the design and construction of educational programs with this vision.
Animals in the Tropical Dry Forest present marked responses to seasonality. Many migrate to humid areas or riparian forests, others have physiological adaptations to avoid losing water, change their diets, or accumulate fat as a food source. (Ceballos 1995).
The dry forests of the inter-Andean valleys have components coming from the dry vegetation of the Caribbean plain, which shows that in the past these regions were probably connected with the same type of vegetation and had similar climatic conditions (Sarmiento 1975, Hernández 1992). According to Sarmiento (1975), it is probable that in the past these inter-Andean valleys have become a corridor that allowed the connection with the dry coastal zones of Ecuador and Peru.
At present, the Tropical Dry Forest constitutes one of the most threatened ecosystems in the Neotropics (Janzen 1983). Due to the fertility of its soils, it has been a point of development for human populations and the object of an intense transformation (Janzen 1983, Ceballos 1995). In Colombia, the Tropical Dry Forest is considered among the three most degraded, fragmented and least known ecosystems. Some estimates indicate that from dry to sub-humid forests in our country there is only about 1.5% of its original coverage of 80,000 km2 (Etter, 1993).
Methodology
From the methodological point of view, and due to the characteristics of this research, it was considered to work with the “Socio-critical” paradigm, to make possible the analysis of a social reality that can be intervened by offering an answer as a solution. This educational social paradigm, recognizes the presence of social imperatives that build reality, has its origins in the communication theory of Jürgen Habermas and the German critical school in Frankfurt: Giroux, H. (1992: 84-96). Without a doubt Morín, E. (2000: 24), is considered his great theorist, and he throws a challenge when he says: “Let us try to go not from the simple to the complex, but from the complexity to even more complexity. The simple, let's repeat it, is only a moment, an aspect among many complexities ”.
For the development of this research it was necessary to use four basic phases. The first phase focused on the bibliographic review of the theoretical aspects, fundamental to be documented on the subject. In the second phase, the data collection instruments were applied, which included: the interview with parents of families, teachers of the institution and students. In phase three, we proceeded with the analysis and interpretation of the collected data, and finally phase four was executed, through a proposal that seeks the construction of participatory processes for the management and conservation of the tropical dry forest in the commune five, through the School Environmental Projects.The population under study was made up of the educational community that are part of the Nicolás Buenaventura IED afternoon session, made up of 350 parents living in commune 5 who live at the foot of the forest, 20 teachers and 700 students. The sampling used was stratified randomized provided in this technique, the sample size of each stratum is proportional to the population size of the stratum when compared to the total population. This means that each stratum has the same sampling fraction.the sample size of each stratum is proportional to the size of the stratum's population when compared to the total population. This means that each stratum has the same sampling fraction.the sample size of each stratum is proportional to the size of the stratum's population when compared to the total population. This means that each stratum has the same sampling fraction.
Results
School environmental projects
The appreciation that the community has about the tropical dry forest can be observed in graph 1, where 48% of the surveyed population does not know what it means since they have never heard it, 18% affirm that it is a place in which the Water is very scarce, 38% of the students express that it is a place very similar to a desert and the remaining 14% agree that the dry forest is a place where there is little vegetation and animals.
From this information it can be inferred that the lack of knowledge about what the tropical dry forest means may be a factor that is influencing the way this ecosystem is being affected since the community is not clear about the importance it has in their daily living.
School environmental projects
As for what the tropical dry forest represents for the community, it agrees that since there is no other life option, due to the lack of opportunities to work and therefore have a better quality of life, people choose to do their homes in the hills, a factor that in one way or another affects the environmental problems that afflict the sector.
The Alexander Von Humboldt Institute indicates in its book the importance at a regulatory, productive and informative level that Bs-t has for the benefit of the human being, from this input it can be inferred that the educational community is not clear about the concept of Bs-t and its benefits, which will have a negative impact on it (see graph 2).
School environmental projects
In graph 3, 66% of the population affirms that the vegetation surrounding their environment is very dry and thorny, a factor that allows us to go back to the theories of (Janzen 1983), in which they express that at present, the dry forest Tropical is one of the richest ecosystems in the Neotropics, but at the same time the most threatened, for which it is inferred about the degree of indifference in the community towards the way they perceive the forest resource, ignoring the great importance of both at the level of fauna, flora, commercial and tourism that this ecosystem houses.
Upon completion of this degree work carried out in the northeastern sector of commune five, specifically at the IED Nicolas Buenaventura de Santa Marta. And taking into account that one of the strategies of Colombia's National Policy for Environmental Education is the implementation of School Environmental Projects (PRAE), which have been regulated since 1994 in Decree 1743, the following conclusions were reached.
The “PRAES” School Environmental Projects are the most successful mechanism for the construction of a sustainable environmental culture, promoted from the classroom, whose objective is to improve the environment.
After the Interpretation under non-parametric statistics from a qualitative approach, weaknesses were thus evidenced in terms of environmental education generated from the Nicolás Buenaventura IED.
Environmental educational activities from the curricular context are not alien to this problem, they are carried out to comply with thematic contents and generate habits of caring for the environment, however weakness is evident in the promotion of a socio-environmental dimension. Subsequently, it is observed in the same way that there is a clear abandonment by the environmental entities of the tropical dry forest environment, area of influence of the study.
Methodological proposal for the conservation of the bs-tropical in the IED Nicolas Buenaventura of commune 5 of the city of Santa Marta.
- Guardians of Nature Ecoclub: Contribute to environmental actions that commit the children and young people of the IED NICOLAS BUENAVENTURA as architects of changes in their environment for a better quality of vine My friend the forest. Demonstrate to the children and young people of the Educational Centers in the area of influence, the social, economic and environmental importance of the forest plantations and natural forests, through interaction with the students of the IED NICOLAS BUENAVENTURA. Management Project Comprehensive Solid Waste PGIRs: Carry out an adequate and comprehensive management of solid waste generated in the institution, by students, teachers and other people who make up the educational community of the IED NICOLAS BUENAVENTURA. Environmental Forum:Create a space for debate among the students of the different courses where the benefits and harms of the different anthropic activities are discussed, analyzing the causes and effects from the social, economic, environmental and cultural dimensions. Mythical path - ecological Luis R Calvo: Sensitize students, teachers and the community in general to the local environmental problems and potential associated with the territory through artistic presentations within the mythical path “Luis R calvo.teachers and the community in general facing the local environmental problems and potential associated with the territory through artistic presentations within the mythical path “Luis R calvo.teachers and the community in general facing the local environmental problems and potential associated with the territory through artistic presentations within the mythical path “Luis R calvo.
Bibliography
- Andrade G. 1992. Biodiversity, Conservation and Use of Natural Resources. Cerec, Fescol: Santafé de Bogotá, DC pp. 12-15.Ceballos, G. 1995. Vertebrate diversity, ecology, and conservation in neotropical dry forest. In Tropical deciduous Forest Ecosystem. S. BULLOCK.Etter, A. 1993. Ecosystem diversity in Colombia today. In Our Biotic Diversity. CEREC and Alejandro Angel Escobar Foundation. P. 43-61, González E. (1993). Strategic elements for the development of environmental education in Mexico. National Institute of Ecology, Mexico.Giroux, Henry. (1992). Theory and resistance in education. México DF: Ediciones Siglo XXI.Janzen, DH 1983. Seasonal changes in abundance of large nocturnal Cag-beetles (Scarabaeidae) in Costa Rica deciduous forest and adjacent horse pasture. Oikos, 41: 274-283 The Tropical Dry Forest in Colombia, IAVH 1998 24.Novo M. (1996). Distance environmental education: “scope and possibilities”. Ibero-American Journal of Education, no. 16. Ramírez J, Ramírez G. (2000). Environmental education "Know, value and respect the environment." The College of the Southern Border. Mexico, 2000 Sauvé L. (2002) Research in environmental education. University of Antioquia. Medellín, Sarmiento, G. 1975. The dry plant formations of South America and their floristic connections. Journal of Biogeography 2: 233-251, Sánchez M. (2001). The challenge of environmental education. Science Magazine 64, no. 49, Mexico Torres M. (1996). The Environmental Dimension: A challenge for the Education of the New Society "School Environmental Projects". Special documents series. Ministry of National Education, Santa fe de Bogotá DC, sustainable culture, promoted from the classroom.Distance environmental education: “scope and possibilities”. Ibero-American Journal of Education, no. 16. Ramírez J, Ramírez G. (2000). Environmental education "Know, value and respect the environment." The College of the Southern Border. Mexico, 2000 Sauvé L. (2002) Research in environmental education. University of Antioquia. Medellín, Sarmiento, G. 1975. The dry plant formations of South America and their floristic connections. Journal of Biogeography 2: 233-251, Sánchez M. (2001). The challenge of environmental education. Science Magazine 64, no. 49, Mexico Torres M. (1996). The Environmental Dimension: A challenge for the Education of the New Society "School Environmental Projects". Special documents series. Ministry of National Education, Santa fe de Bogotá DC, sustainable culture, promoted from the classroom.Distance environmental education: “scope and possibilities”. Ibero-American Journal of Education, no. 16. Ramírez J, Ramírez G. (2000). Environmental education "Know, value and respect the environment." The College of the Southern Border. Mexico, 2000 Sauvé L. (2002) Research in environmental education. University of Antioquia. Medellín, Sarmiento, G. 1975. The dry plant formations of South America and their floristic connections. Journal of Biogeography 2: 233-251, Sánchez M. (2001). The challenge of environmental education. Science Magazine 64, no. 49, Mexico Torres M. (1996). The Environmental Dimension: A challenge for the Education of the New Society "School Environmental Projects". Special documents series. Ministry of National Education, Santa fe de Bogotá DC, sustainable culture, promoted from the classroom."Scope and possibilities". Ibero-American Journal of Education, no. 16. Ramírez J, Ramírez G. (2000). Environmental education "Know, value and respect the environment." The College of the Southern Border. Mexico, 2000 Sauvé L. (2002) Research in environmental education. University of Antioquia. Medellín, Sarmiento, G. 1975. The dry plant formations of South America and their floristic connections. Journal of Biogeography 2: 233-251, Sánchez M. (2001). The challenge of environmental education. Science Magazine 64, no. 49, Mexico Torres M. (1996). The Environmental Dimension: A challenge for the Education of the New Society "School Environmental Projects". Special documents series. Ministry of National Education, Santa fe de Bogotá DC, sustainable culture, promoted from the classroom."Scope and possibilities". Ibero-American Journal of Education, no. 16. Ramírez J, Ramírez G. (2000). Environmental education "Know, value and respect the environment." The College of the Southern Border. Mexico, 2000 Sauvé L. (2002) Research in environmental education. University of Antioquia. Medellín, Sarmiento, G. 1975. The dry plant formations of South America and their floristic connections. Journal of Biogeography 2: 233-251 Sánchez M. (2001). The challenge of environmental education. Science Magazine 64, no. 49, Mexico Torres M. (1996). The Environmental Dimension: A challenge for the Education of the New Society "School Environmental Projects". Special documents series. Ministry of National Education, Santa fe de Bogotá DC, sustainable culture, promoted from the classroom.Ramírez G. (2000). Environmental education "Know, value and respect the environment." The College of the Southern Border. Mexico, 2000 Sauvé L. (2002) Research in environmental education. University of Antioquia. Medellín, Sarmiento, G. 1975. The dry plant formations of South America and their floristic connections. Journal of Biogeography 2: 233-251 Sánchez M. (2001). The challenge of environmental education. Science Magazine 64, no. 49, Mexico Torres M. (1996). The Environmental Dimension: A challenge for the Education of the New Society "School Environmental Projects". Special documents series. Ministry of National Education, Santa fe de Bogotá DC, sustainable culture, promoted from the classroom.Ramírez G. (2000). Environmental education "Know, value and respect the environment." The College of the Southern Border. Mexico, 2000 Sauvé L. (2002) Research in environmental education. University of Antioquia. Medellín, Sarmiento, G. 1975. The dry plant formations of South America and their floristic connections. Journal of Biogeography 2: 233-251 Sánchez M. (2001). The challenge of environmental education. Science Magazine 64, no. 49, Mexico Torres M. (1996). The Environmental Dimension: A challenge for the Education of the New Society "School Environmental Projects". Special documents series. Ministry of National Education, Santa fe de Bogotá DC, sustainable culture, promoted from the classroom.(2002) Research in environmental education. University of Antioquia. Medellín, Sarmiento, G. 1975. The dry plant formations of South America and their floristic connections. Journal of Biogeography 2: 233-251 Sánchez M. (2001). The challenge of environmental education. Science Magazine 64, no. 49, Mexico Torres M. (1996). The Environmental Dimension: A challenge for the Education of the New Society "School Environmental Projects". Special documents series. Ministry of National Education, Santa fe de Bogotá DC, sustainable culture, promoted from the classroom.(2002) Research in environmental education. University of Antioquia. Medellín, Sarmiento, G. 1975. The dry plant formations of South America and their floristic connections. Journal of Biogeography 2: 233-251 Sánchez M. (2001). The challenge of environmental education. Science Magazine 64, no. 49, Mexico Torres M. (1996). The Environmental Dimension: A challenge for the Education of the New Society "School Environmental Projects". Special documents series. Ministry of National Education, Santa fe de Bogotá DC, sustainable culture, promoted from the classroom.(nineteen ninety six). The Environmental Dimension: A challenge for the Education of the New Society "School Environmental Projects". Special documents series. Ministry of National Education, Santa fe de Bogotá DC, sustainable culture, promoted from the classroom.(nineteen ninety six). The Environmental Dimension: A challenge for the Education of the New Society "School Environmental Projects". Special documents series. Ministry of National Education, Santa fe de Bogotá DC, sustainable culture, promoted from the classroom.
