Sustainability and educational intervention
The theoretical bases are the CAPV curriculum, the competences and the environmental education. In turn, the constructivist vision, the methodology of work projects and evaluation (as regulator of the teaching-learning process) are the means adopted to develop the work.
- The curriculum in force includes in its purposes of Basic Education in Article 4:
c) The preparation of the students for their incorporation into adult life and for them to be able to live a full life as individual subjects, as active members engaged in the development of harmonious coexistence and in the construction of a more fair and equitable society and as individuals committed to the conservation of nature and sustainable development. "
(Decree 236/20015, BOPV - Official Journal of the Basque Country- of 15 January 2016)
- Environmental education works in favor of sustainability within an unsustainable context. Small realities are achieved with a future vision. Working with the intention to grow and get involved with your environment. In this way, developing skills and competences, at an individual and collective level, which allow us to be aware and face the particularities present in the environmental crisis. Offering and starting short and long term alternatives. Starting from a dialogue between different fields of knowledge new knowledge arise based on sustainability's pillars. Finally, designing a sustainable future based on an inter and intragenerational ethic of solidarity.
- Contructivist vision: When it comes to undertaking work, the fundamental principles of the constructivist vision prevail:
- To implement a learning process in interaction and connection with the environment, as a result of a strong mental activity.
- To start from students' previous knowledge and understanding, in order to build new knowledge and develop new skills; always inside their comfortable self-development zone.
- To commit with the quality of the teaching content, its meaningfulness and applicability in order fields.
- Working and project methodology: Article 9 of the current curriculum incorporates in its methodological principles consistent with the competence-based approach:
“The department responsible for education will promote a methodology based on the following principles:
2.- Within the variety of methodological options of the approach of the pedagogy by competences, we can highlight as differential aspects the following:
a) The competent action consists in the resolution of problem situations by mobilizing available resources in an integrated manner.
d) To develop the basic competences it is necessary to propose authentic activities focused on real situations, linking the knowledge to the important problems of daily life.
e) The active involvement of the student in the process of research, study, experimentation, reflection, application and communication of knowledge is required to provoke the relevant learning of basic competences. "
(Decree 236/2015, BOPV - Official Journal of the Basque country- of 15 January 2016)
- Evaluation is the axis of work. It is the one that regulates the teaching-learning process. Its function is to analyze the information provided by the process itself, becoming its guide and generating or catalyzing new processes. The evaluation allows the students to control and regulate their own constructive process, that is, the evaluation becomes for the students in a self-regulating element, which allows them to learn to learn. The work consists in imbuing the teaching-learning process with mechanisms of regulation and self-regulation