Social learning and teacher education for socio-environmental sustainable

Abstract

Social practices that promote citizenship constitute a privileged space for the development of social responsibility and voluntary collaboration. Within environmental governance, the concept of “Social Learning” (SL) opens a challenging space to develop learning processes in which those involved may learn about critical socio-environmental contexts characterized by environmental degradation. From the concept of SL it is possible to answer to the challenges of sustainability and integration of different interfaces of the natural resources management. It results in the development for the connection of different types of the problem understanding, creating inter-sectorial and interdisciplinary dialogues, as a basis to strengthen logics of cooperation. One of the big challenges facing capacitating teachers is to develop collective dynamics to understand the nature of a common problem, stimulating cooperation to reach in depth knowledge and look for answers to solve problems and/or confl icts related to the degradation of natural resources. So, projects that associate tools of SL and participatory methodologies may be seen as a space geared towards the production of knowledge to improve the shared management of natural resources within a community.