Integrating Knowledge: CEPTs and the Challenge of Environmental Education. Practical Experience

Abstract

In this article, we share our reflections on our experience with the project "Implementation of Comprehensive Environmental Education in Agricultural Schools to Achieve Sustainable Production Processes at Educational Centers for Total Production (CEPT) No. 2 and No. 32," based at the National University of Luján (UNLu) and funded by SPU. This project aimed to work with teachers and students to address the environmental dimension of the productive projects developed in 6th and 7th grades, in order to ensure sustainable processes and improve the quality of life of the CEPT educational community. It also sought to promote a dialogue of knowledge, integrating productive knowledge, experiences, and family backgrounds to strengthen networks between CEPT No. 2 and No. 32 alternating schools and UNLu. In this article, we share an analysis of the emergence of the extension project, the scope of its implementation, and the networks that were forged to carry it out. Emphasizing the dialogues of implicit and explicit knowledge during its execution, the situation of young rural adolescents and the connection with the implementation of the Comprehensive Environmental Education Law in general and, in particular, aimed at supporting productive projects.