The basis and proposals for the implementation of ecosocial education

Abstract

The basis and proposals for the implementation of eco-social education. Eco-social education represents an advance compared to other pedagogical approaches from which it derives, such as environmental education, education for sustainable development and education for development, and incorporates the most transformative visions of feminist pedagogies and education for peace. Equivalent terms include global citizenship education.
This article presents the systematization of FUHEM's training and support work over the last decade on how to carry out ecosocial education within the Spanish compulsory education system.
In formal education, eco-social education requires a comprehensive transformation of the entire educational institution. This change affects infrastructure, management, extracurricular activities and relationships with the environment, but at its core it must focus on what happens in the classroom and, more specifically, the curriculum.
Any curriculum consists of learning objectives, content, methodology and assessment. We pick a proposal for an eco-social curriculum comprising 31 basic learning objectives, five methodological principles and three assessment approaches.
In order to achieve these changes, it is essential to involve the entire educational community within the framework of the current education law in Spain (LOMLOE). In addition, the conditions (training, tools, teaching resources) that allow a qualitative leap to be made in the number of centres under the ecosocial paradigm and the quality of their work should be created.