https://orcid.org/0000-0001-6474-4226
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ABSTRACT
The article presents the results of a study conducted in northern Chile that sought to determine how social work educators interpreted the socio-environmental conflicts taking place in their territories. Based on these interpretations, we discuss the educational capabilities required to guide learning processes that ultimately result in greater environmental justice. The study was qualitative, comprising interviews and content analysis. Our findings indicate that extractivism, the absence of the state, and the political struggle between extracting and conserving must comprise the backdrop against which we think about pedagogical processes focused on environmental ethics, the eco-territory, and critical thinking regarding our professional role and its complexities.
Acknowledgments
The author wishes to thank the Chilean Government’s National Research and Development Agency.
Disclosure statement
No potential conflict of interest was reported by the author.
Notes
1. The set of interactions and connections between the various expressions of life, one of which is human life. It comprises complex adaptive functions whose bio-physical and sociocultural components are shared by a territory and a community. The notion of interface exceeds political-administrative divisions and offers a look at the territory from the perspective of nature, emerging as a networked system whose influences and scope are much larger than the administrative norms used to distribute the surface.
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Notes on contributors
Elia Sepúlveda Hernández
Elia Sepúlveda Hernández is an Associate Professor at the School of Social Work at the Santo Tomás University in the city of La Serena, Chile.