LÍMITES Y DESAFÍOS DE LA ESCUELA CONTEMPORÁNEA: LA CUESTIÓN DE LA SOSTENIBILIDAD

https://doi.org/10.29327/211653.6.5.1

Abstract

Education has the demand to change the perspective from which the world is understood. For this reason it is necessary to revise modern fragmentary epistemology so that it is no longer the hegemonic rationality that directs the projects of human culture and formation. Some authors, such as Arendt, analyze this historical moment with the incapacity of the human judgment to respond to problems, the crisis of education being the difficulty of the school institution to fulfill its social function and to face the challenges it presents, among them the question of sustainability. Also with Enrique Leff, one of the most important academics of sustainability in Latin America, we understand that the environmental crisis is the reflection and the product of the western civilizational crisis caused by its ways of knowing and acting in the world. Thus, a transformation of the ways of understanding social-environmental relations is also a cultural transformation defended by a critical and decolonial education. Taking Paulo Freire's speech to the north, "education has meaning because the world is not necessarily this or that, and human beings are as projects as they can have projects for the world".