Version 1
: Received: 13 October 2022 / Approved: 14 October 2022 / Online: 14 October 2022 (13:48:13 CEST)
How to cite:
Monteagudo, D. G.; Mena, N. P.; García, C. F.; Pizzinato, L. How Schools Perceive the Rural Environment in the Iberoamerican Context: An Approach to Sustainability. Preprints2022, 2022100214. https://doi.org/10.20944/preprints202210.0214.v1
Monteagudo, D. G.; Mena, N. P.; García, C. F.; Pizzinato, L. How Schools Perceive the Rural Environment in the Iberoamerican Context: An Approach to Sustainability. Preprints 2022, 2022100214. https://doi.org/10.20944/preprints202210.0214.v1
Monteagudo, D. G.; Mena, N. P.; García, C. F.; Pizzinato, L. How Schools Perceive the Rural Environment in the Iberoamerican Context: An Approach to Sustainability. Preprints2022, 2022100214. https://doi.org/10.20944/preprints202210.0214.v1
APA Style
Monteagudo, D. G., Mena, N. P., García, C. F., & Pizzinato, L. (2022). How Schools Perceive the Rural Environment in the Iberoamerican Context: An Approach to Sustainability. Preprints. https://doi.org/10.20944/preprints202210.0214.v1
Chicago/Turabian Style
Monteagudo, D. G., Carlos Fuster García and Liliana Pizzinato. 2022 "How Schools Perceive the Rural Environment in the Iberoamerican Context: An Approach to Sustainability" Preprints. https://doi.org/10.20944/preprints202210.0214.v1
Abstract
Rural environment has experienced changes as a result of Covid-19, which encourage the introduction of sustainability in education. However, the representation of rurality in school geography and in the 2030 Agenda are factors that continue to present rurality as a concept opposed to urban spaces. The objective was to investigate the perception that the student has about the rural environment from an instrument and his drawings to understand if the explanation of it allows to introduce elements related to sustainability in educational projects. The quantitative research approach allows analyzing the psychometric properties of an instrument to measure the perception of the rural environment of a sample of 300 fifteen-year-old students from Brazil, Colombia and Spain. Those school knowledges that idealize rurality warn of the pedagogical difficulties to promote the teaching of rurality from sustainability criteria and condition the formation of students from a citizenship committed to social problems. This study is important because it diagnoses the elements that intervene in the teaching of rurality from school geography and provides some suggestions to include sustainability in educational projects.
Keywords
rural environment; sustainability; educational projects; representation; school geography.
Subject
Social Sciences, Geography, Planning and Development
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
