REPUBLIC OF VENEZUELA MINISTRY OF POWER FOR University Education INSTITUTE "ANTONIO JOSE DE SUCRE" EDO MERIDA
MEMBERS: JEAN LINARES YOSELIN RONDON C.I. 24197798 23555404 CLASS 71
General Principles Article 1: Environmental Education means the integrative processes by which the individual and build citizenship values, knowledge, skills, attitudes, skills, techniques and commitments aimed at defending and respecting the environment essential to the healthy quality of life and sustainability. Article 2: All people have the right to environmental education, access to environmental information, and the use of instruments of citizen participation enable the improvement of their living conditions, which involves: a. The government, under the terms of Article 41 of the Constitution, promoting environmental education at all levels of education; b. Educational institutions, integrating environmental education programs educational develop; c. Institutional agencies with jurisdiction in the area-level environmental national, provincial and municipal levels; d. The mass media, actively engaged in the dissemination of information and educational practices on the environment and incorporating environmental dimension in their programming; e. The companies and public and private institutions, including organizations civil society, promoting training programs for the Workers and neighbors, in order to develop an effective monitoring consequences generated by the production process on the environment
Formal Environmental Education Article 9: The term formal environmental education to school education developed in the field of curriculum of public education institutions or private, including: a) Initial Education; b) Basic general education; c) The school Education; d) Higher Education, Professional and Academic Grade; e) Graduate Education. Article 10 째: The Application Authority will function within the Education Formal Environmental: ? Enter in the educational program of environmental education content; ? Encourage research as it pertains to the identification of problems environmental and causes and intervention strategies; ? Extend from initial education to university education, focusing in the training of all professional.
Environmental Education and Communication Media Article 21: The Mass programs and Media are a key actor campaigns environmental training. education and The National urge to information on issues deploy and project related to the actions and policies environment. towards Environmental Article 23: The State Education Systems shall encourage the Formal and Non-Formal participation of and national media Informal. print, radio, television Article 22: Public and computer to Power, in their facilitate the exchange national, provincial and between the municipal levels, researchers, managers encourage and environmental dissemination through educators. the mass media,
Within the environmental framework of the education, it environmental becomes a strategic dimension, placed project, and on the agenda of unravel based on the ecosystem diversity recent years and cultural following the richness, to deterioration of the translate it quality of life in the design of an throughout the educational model world, its problems of democratic is an element to be values ​in an incorporated into interaction the training of all dynamics between the inhabitants of the local and the our country. global, the global Thus, and the local.
One of the strategic horizons to meet this conflicts begin to show challenge unusual strength and promote a gradual humanity is Environmental Education. and growing global concern. and, From international organizations such as specifically in the 60s and in the context of the international context UNESCO (United Nations Educational, fluid, frames make social, political and Scientific and cultural, of enormous challenge to Culture) and the UNEP (United Nations a world that is presented with gross Environment Programme), from injustices and unequal relations between other Latin American perspectives and the concrete demands flowering in Argentina, North and South, and even within each. following the social dynamics and The Cold War, the process of multiplicity of social actors in civil society, decolonization in Africa, the hippie one thinks of Environmental Education in a counterculture movement, movements Socio model that allows student, among others, reveal a deep understand the conflicts and meet the matrix conforming to society expectations of society. perceived objectives. It also became Historically, environmental education evident, particularly in countries takes specific profiles from the industrialized, an emerging concern for Second World War, when environmental ecological issues.
The latter has meant a quantum leap to consolidate the Environmental Education project has become a hinge substantive especially in Latin America, since the process stimulates incorporation of new educational project.
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