1,555
Views
13
CrossRef citations to date
0
Altmetric
Articles

Colombia’s national policy of environmental education: a critical discourse analysis

ORCID Icon, ORCID Icon, ORCID Icon & ORCID Icon
Pages 571-594 | Received 15 Dec 2017, Accepted 20 Jul 2020, Published online: 04 Sep 2020

References

  • Aikens, K., M. McKenzie, and P. Vaughter. 2016. “Environmental and Sustainability Education Policy Research: A Systematic Review of Methodological and Thematic Trends.” Environmental Education Research 22 (3): 333–359. doi:10.1080/13504622.2015.1135418.
  • Ángel Maya, A. 1997. Desarrollo Sostenible o Cambio Cultural [Sustainable Development or Cultural Change]. Cali: Corporación Universitaria Autónoma de Occidente, Fondo Mixto para la Promoción de la Cultura y las Artes del Valle del Cauca.
  • Ángel Maya, A. 2000. La aventura de los símbolos. Una visión ambiental de la historia del pensamiento [The adventure of symbols. An environmental view of the history of thought]. Bogotá, Colombia: Ecofondo.
  • Appadurai, A. 1996. Modernity at Large: Cultural Dimensions of Globalization. Minneapo- lis: University of Minnesota Press.
  • Apple, M. 2006. Educating the “right” way: Markets standards, God, And Inequality. New York, NY: Routledge.
  • Barbi, S. H. 1999. Discurso e Ensino [Speech and Teaching]. Belo Horizonte: Autêntica.
  • Ball, S. 2006. “Sociologia das políticas educacionais e pesquisa crítico-social: uma revisão pessoal das políticas educacionais e da pesquisa em política educacional [Sociology of educational policies and critical-social research: A personal review of educational policies and research in educational policy].” Curriculo sem Fronteiras 6 (2): 10–32. http://www.curriculosemfronteiras.org/vol6iss2articles/ball.pdf.
  • Ball, S. 2015. “What is Policy? 21 Years Later: Reflections on the Possibilities of Policy Research.” Discourse: Studies in the Cultural Politics of Education 36 (3): 306–313. doi:10.1080/01596306.2015.1015279.
  • Ball, S. J., M. Maguire, and A. Braun. 2012. “How Schools Do Policy.” Policy Enactments in Secondary Schools. London: Routledge.
  • Bakhtin, M. 1981. The Dialogical Imagination. Ed. M. Holquist, trans. C. Emerson and M. Holquist. Austin: University of Texas Press.
  • Bakhtin, M. 1986. Speech Genres and Other Late Essays. Ed. C. Emerson and M. Holquist, trans. V.W. McGee. Austin: University of Texas Press.
  • Bastalich, W. 2009. “Reading Foucault: Genealogy and Social Science Research Methodology and Ethic.” Sociological Research Online 14 (2): 81–90. doi:10.5153/sro.1905.
  • Berdugo Silva, N., and W. Montaño Renuma. 2017. “La educación ambiental en las instituciones de educación superior públicas acreditadas en Colombia [Environmental education in accredited public higher education institutions in Colombia.” Revista Científica General José María Córdova 15 (20): 127–136. ]. doi:10.21830/19006586.178.
  • Bonini, A. 2010. “Critical Genre Analysis and Professional Practice: The Case of Public Contests to Select Professors for Brazilian Public Universities.” Linguagem em (Dis)Curso 10 (3): 485–510. doi:10.1590/S1518-76322010000300004.
  • Bowe, R., S. Ball, and A. Gold. 1992. Reforming Education & Changing Schools. London: Routledge.
  • Boyatzis, R. 1998. Transforming Qualitative Information: Thematic Analysis and Code Development, Thousand Oaks, CA: Sage.
  • Cachelin, A., J. Rose, and K. Paisley. 2015. “Disrupting Neoliberal Discourse in Critical Sustainability Education: A Qualitative Analysis of Intentional Language Framing.” Environmental Education Research 21 (8): 1127–1142. doi:10.1080/13504622.2014.974023.
  • Calderón, J. J., and P. D. Cerón, 2005. Educación Ambiental: Una Cuestión de Valores [Environmental Education: A Matter of Values]. Bogotá: Universidad Nacional de Colombia.
  • Carrizosa, J. 1992. La viabilidad del desarrollo sustentable en Colombia. Una contrapropuesta En Medio Ambiente y Desarrollo [The Viability of Sustainable Development in Colombia. A Counterproposal in Environment and Development]. Bogotá: Tercer Mundo Editores.
  • Carrizosa, J. 2001. Reflexiones y Notas sobre Ambiente, Desarrollo y Paz [Reflections and Notes on Environment, Development and Peace]. In: Que es ambientalismo. La vision ambiental compleda [What is environmentalism. The complete environmental vision]. PNUMA-IDEA-UN.CEREC. Bogotá. URL: http://www.idea.unal.edu.co/publica/docs/reflexiones.pdf
  • Colombia. 1992. Colombia National Report for UNCED. Bogota.
  • Cooren, F. 2004. “Textual Agency: How Texts Do Things in Organizational Settings.” Organization 11 (3): 373–393. doi:10.1177/1350508404041998.
  • Chouliaraki, L., and N. Fairclough. 1999. Discourse in Late Modernity. Edinburgh: Edinburgh University Press.
  • Congreso de la República de Colombia 1974., Decreto Ley 2811, Código Nacional de Recursos Naturales y de protección del ambiente [Decree Law 2811, National Code of Natural Resources and protection of the environment]. Diario Oficial 34.243. Colombia: Bogotá.. https://www.minambiente.gov.co/images/normativa/app/decretos/9d-dec_2811_1974%20. (2).pdf
  • Ecofondo, 1993. Corporation Ecofondo Documentos [Ecofondo Corporation Documents]. Bogotá, Colombia: Ecofondo.
  • Faguet, J.-P., and F. Sánchez. 2008. “Decentralization’s Effects on Educational Outcomes in Bolivia and Colombia.” World Development 36 (7): 1294–1316. doi:10.1016/j.worlddev.2007.06.021.
  • Fairclough, N. 1992. Discourse and Social Change. Cambridge UK: Polity Press.
  • Fairclough, N. 1995. Critical Discourse Analysis: The Critical Study of Language. London and New York: Longman.
  • Fairclough, N. 2001. “The Dialectics of Discourse.” Textus XIV (2): 231–242.
  • Fairclough, N. 2003. Analysing Discourse. Abingdon: Routledge.
  • Fairclough. 2008. “El análisis crítico del discurso y la mercantilización del discurso público en las universidades [The critical analysis of discourse and the commodification of public discourse in universities].” Discurso & Sociedad 2 (1): 170–185.
  • Fairclough, N. 2017. “CDA as ‘Dialectical Reasoning.” In The Routledge Handbook of Critical Discourse Studies, edited by J. Flowerdew and J. E. Richardson, 13–26. Abingdon: Routledge.
  • Florez-Yepes, G. Y. 2015. “La educación ambiental y el desarrollo sostenible en el contexto colombiano [Environmental Education and Sustainable Development in the Colombian Context].” Revista Electrónica Educare 19 (3): 1–12. doi:10.15359/ree.19-3.5.
  • Gee, J., G. Hull, and C. Lankshear. 1996. The New Work Order: Behind the Language of the New Capitalism. Boulder, CO: Westview Press.
  • Global Environmental Education Partnership (GEEP). 2016. Colombia - Policy and Practice. https://thegeep.org/learn/countries/colombia
  • Gaudiano, E. G., and L. Lorenzetti. 2012. “Trends, Junctures, and Disjunctures in Latin American Environmental Education Research.” In International Handbook of Research on Environmental Education, edited by R. B. Stevenson, M. Brody, J. Dillon and A. E. J. Wals, 171–177. Abingdon: Routledge.
  • Guhl, E., M. Wagner, and A. Zapata. 2015. “Evolución del Ministerio de Ambiente de Colombia en sus primeros veinte años: 1994-2014 [Evolution of the Colombian Ministry of the Environment in its first twenty years: 1994-2014].” In La gestión ambiental en Colombia, 1994-2014: ¿un esfuerzo insostenible? [Environmental management in Colombia, 1994-2014: An unsustainable effort?], edited by E. Guhl and P. Leiva, 23–113. Bogotá: Friedrich-Ebert-Stiftung (Fescol).
  • Gutiérrez, L. 2015. “Problemática de la educación ambiental en las instituciones educativas [Problems of environmental education in educational institutions].” Revista Científica 23: 57–76. doi:10.14483/udistrital.jour.RC.2015.23.a5.
  • Henao Hueso, O., and L. Sánchez Arce. 2019. “La educación ambiental en Colombia, utopía o realidad [Environmental education in Colombia, utopia or reality].” Revista Conrado 15 (67): 213–219. https://conrado.ucf.edu.cu/index.php/conrado/article/view/949.
  • Jickling, B., and A. E. J. Wals. 2008. “Globalization and Environmental Education: Looking beyond Sustainable Development.” Journal of Curriculum Studies 40 (1): 1–21. doi:10.1080/00220270701684667.
  • Kress, G. 1993. “Against Arbitrariness: The Social Production of the Sign as a Foundational Issue in Critical Discourse Analysis.” Discourse & Society 4 (2): 169–192. doi:10.1177/0957926593004002003.
  • Lima, P., and A. Marran. 2013. “A Avaliação de políticas educacionais por meio da abordagem teórico- analítica do ciclo de políticas [An evaluation of educational policies by means of theoretical-analytical approach to the policy cycle].” Praxis Educativa 8 (1): 41–62. doi:10.5212/PraxEduc.v.8i1.0002.
  • Lopes, A. C. 2016. “A teoria da atuação de Stephen Ball: E se a noção de discurso fosse outra? [Stephen Ball’s theory of enactment: And what if the notion of discourse was different?].” Archivos Analíticos de Políticas Educativas 24 (25), 1-19. doi:10.14507/epaa.24.2111
  • Lotz-Sisitka, H., E. Rosenberg, and P. Ramsarup. 2020. “Environment and sustainability education research as policy engagement: (re-) invigorating ‘politics as potentia’ in South Africa.” Environmental Education Research., 1-29. doi:10.1080/13504622.2020.1759511.
  • Lysgaard, J. A., A. Reid, and K. Van Poeck. 2016. “The Roots and Routes of Environmental and Sustainability Education Policy Research.” Environmental Education Research 22 (3): 319–332. doi:10.1080/13504622.2015.1108393.
  • Mayring, P. 2000. “Qualitative Content Analysis.” Forum Qualitative Social Research 1 (2): 20. http://www.qualitative-research.net/index.php/fqs/article/view/1089/2385.
  • McKenzie, M., A. Bieler, and R. McNeil. 2015. “Education Policy Mobility: Reimagining Sustainability in Neoliberal Times.” Environmental Education Research 21 (3): 319–337. doi:10.1080/13504622.2014.993934.
  • Macedo, B. Y., and C. Salgado. 2007. “Educación Ambiental y Educación Para el Desarrollo Sostenible en América Latina [Environmental Education and Education for Sustainable Development in Latin America].” Revista Forum de Sostenibilidad 1: 29–37. http://www.ehu.eus/cdsea/web/revista/numero_1/01_03macedo.pdf.
  • Maguire, M., K. Hoskins, S. Ball, and A. Braun. 2011. “Policy Discourses in School Texts.” Discourse: Studies in the Cultural Politics of Education 32 (4): 597–609. doi:10.1080/01596306.2011.601556.
  • Mejía Cáceres, M. A., and A. C. Zambrano. 2018. Ciencia, cultura y educación ambiental. Una propuesta Para los educadores [Science, culture and environmental education. A proposal for educators]. Cali: Programa Editorial Universidad del Valle.
  • Ministerio de Educación Nacional. 1994a. Ley general de educación [General Education Law]. http://www.mineducacion.gov.co/1621/articles-85906_archivo_pdf.pdf
  • Ministerio de Educación Nacional 1994b. Decreto 1743 de 1994. Por el cual se instituye el Proyecto de Educación Ambiental para todos los niveles [Act 1743 of 1994. By which the environmental education project is instituted for all levels]. http://corponarino.gov.co/expedientes/juridica/1994decreto1743.pdf
  • Ministerio de Educación Nacional. 2005a. “Educación ambiental construir educación y país [Environmental education builds education and country].” Al tablero, 36. Agosto-Setiembre. Colombia: Bogotá, Ministerio de Educación Nacional http://www.mineducacion.gov.co/1621/article-90891.html.
  • Ministerio de Educación Nacional. 2005b. Educar Para el desarrollo sostenible [Educating for sustainable development]. Al tablero, 36. Agosto-Setiembre. Colombia: Bogotá. http://www.mineducacion.gov.co/1621/article-908931.html.
  • Ministerio de Educación Nacional 2010. Programa de Educación Ambiental: Colombia Aprende [Environmental Education Program: Colombia Learns]. http://aprende.colombiaaprende.edu.co/en/node/86542
  • Ministerio de Educación Nacional. 2016. Objectivos PRAE [Objectives of the School Environmental Program]. http://aprende.colombiaaprende.edu.co/es/node/90638
  • Ministerio de Medio Ambiente y Ministerio de Educación Nacional. 2002. Política Nacional de Educación Ambiental (National Environmental Education Policy). Gobierno de Colombia: Bogotá.
  • Ministerio de Ambiente y Desarrollo Sostenible. 2016. Los proyectos ambientales escolares-PRAE en Colombia [School environmental projects-PRAE in Colombia]. Bogotá, Colombia: Ministerio de Ambiente y Desarrollon Sostenible. https://www.minambiente.gov.co/images/OrdenamientoAmbientalTerritorialyCoordinaciondelSIN/pdf/VII_Encuentro_Nacional_de_Educación_Ambiental/PRAE.pdf.
  • Mora Ortiz, J. R. 2016. “Los Proyectos Ambientales Escolares. Herramientas de gGestión Ambiental [School Environmental Projects. Environmental Management Tools].” Bitácora Urbano Territorial 25 (2): 67–74. doi:10.15446/bitacora.v2n25.39975.
  • Noguera, A. 1998. “Hacia una ética del respesto ambiental [towards an ethic of environmental respect].” Ánfora: Revista Científica de la Universidad Autónoma de Manizales 1 (2): 23–33. doi:10.30854/anf.v1.n2.1993.467.
  • Noguera, A. 2002. El reencantamiento del mundo [The re-enchantment of the world]. Manizales, Colombia: PNUMA-UNCIDEA. [Mismatch]
  • Noguera, A. 2006. Pensamiento ambiental complejo y gestión del riesgo: Una propuesta epistémico-ético-estética. Taller internacional sobre gestión del riesgo a nivel local [Complex environmental thinking and risk management: An epistemic-ethical-aesthetic proposal. International workshop on risk management at the local level]. Colombia: El caso de Manizales, http://idea.manizales.unal.edu.co/sitios/gestion_riesgos/descargas/gestion/Propuestaepistemico.pdf.
  • Novo, M. 2009. “La educación ambiental, una genuina educación Para el desarrollo sostenible [Environmental education, a genuine education for sustainable development].” Revista de Educación (Extraordinario 1): 195–217. http://hdl.handle.net/11162/74555.
  • O’Brien, P. 1995. “Participation and Sustainable Development in Colombia.” Revista Europea De Estudios Latinoamericanos Y Del Caribe/European Review of Latin American and Caribbean Studies 59: 7–35. https://www.jstor.org/stable/25675674.
  • Paz, S., Avendaño C, L. W. Parada-Trujillo. and A. 2014. “Desarrollo conceptual de la Educación Ambiental en el contexto colombiano [Conceptual development of Environmental Education in the Colombian context].” Luna Azul 39: 250–270. doi:10.17151/luaz.2014.39.15.
  • Pierce, C. S. 2015. Policy as Text and Tech: Exploring the Intersection between Policy and Technology Implementation within a Healthcare Organization. (Unpublished doctoral dissertation), Evanston, IL: Northwestern University.
  • Reid, A. 2020. “Researching Environmental and Sustainability Education Policy: Slumbers and Awakenings.” Journal of Philosophy of Education, 1-28. doi:10.1111/1467-9752.12474.
  • República de Colombia. 1991. Constitución Política de Colombia [Political Constitution of Colombia]. República de Colombia: Santa Fé de Bogotá. https://www.ramajudicial.gov.co/documents/10228/1547471/CONSTITUCION-Interiores.pdf.
  • República de Colombia. 1993. Ley 99 de 1993. Sistema Nacional Ambiental [Law 99 of 1993. National Environment System]. República de Colombia: Diario Oficial No. 41.146, de 22 de diciembre de 1993. Santa Fé de Bogotá. https://www.cvc.gov.co/sites/default/files/Sistema_Gestion_de_Calidad/Procesos%20y%20procedimientos%20Vigente/Normatividad_Gnl/Ley%2099%20DE%201993-Dic-22.pdf.
  • República de Colombia. 1994. Ley 115 de 1994. Ley General de Educación [Law 115 of 1994. General education law]. de febrero 8 de 1994. Santa Fé de Bogotá: República de Colombia. http://www.suin-juriscol.gov.co/viewDocument.asp?ruta=Leyes/1645150
  • República de Colombia. 2012. Ley N° 1549. Educación Ambiental. [Law 1549. National Environmental Education Policy.] Gobierno de Colombia: Bogotá http://www.sic.gov.co/recursos_user/documentos/normatividad/Leyes/2012/Ley_1549_2012.pdf
  • Rizvi, F., and B. Lingard. 2010. Globalising Education Policy. London: Routledge.
  • Rodriguez Becerra, M. 1994. Crisis Ambiental y Relaciones Internacionales - hacia un estrategia colombiana [Environmental Crisis and International Relations - towards a Colombian strategy]. Bogota: Fescol.
  • Sauvé, L. 2005. “Currents in Environmental Education: Mapping a Complex and Evolving Pedagogical Field.” Canadian Journal of Environmental Education 10: 11–37.
  • Sauvé, L., R. Brunelle, and T. Berryman. 2005. “Influence of the Globalized and Globalizing Sustainable Development Framework on National Policies Related to Environmental Education.” Policy Futures in Education 3 (3): 271–283. doi:10.2304/pfie.2005.3.3.5.
  • Scott, W. 2010. “La investigación y la educación ambiental: La necesidad de apuestas multidimensionales [Environmental education and research: The need for multidimensional approaches].” In Investigacion y educacion ambiental: apuestas investigativas pertinentes a los campos de reflexion e intervencion en educacion ambiental [Environmental education and research: research approaches pertinent to the fields of reflection and intervention in environmental education], edited by M. Torres Carrasco, 23–36. Medellín: Corantioquia.
  • Spratt, J. 2017. Wellbeing, Equity and Education: A Critical Analysis of Policy Discourses of Wellbeing in Schools. Cham, Switzerland: Springer International Publishing, doi:10.1007/978-3-319-50066-9.
  • Stevenson, R. B. 2007. “Schooling and Environmental/Sustainability Education: From Discourses of Policy and Practice to Discourses of Professional Learning.” Environmental Education Research 13 (2): 265–285. doi:10.1080/13504620701295650.
  • Stevenson, R. B. 2013. “Researching Tensions and Pretensions in Environmental/Sustainability Education Policies: From Critical to Civically Engaged Policy Scholarship.” In International Handbook of Research on Environmental Education, edited by R. B. Stevenson, M. Brody, J. Dillon, and A.E.J. Wals, 147–155. New York: Routledge.
  • Talero de Husain, E., and G. Humaña de Gauthier. 1993. Educación Ambiental – Capacitación de Docentes de Basica Primaria [Environmental Education: A Primary School Teacher Training Program]. Bogota (Colombia): Ministerio de Agricultura, Instituto Nacional de los Recursos Naturales Renovables y Del Ambiente.
  • Teitelbaum, A. 1978. El Papel de la Educación Ambiental en América Latina [the Role of Environmental Education in Latin America]. Paris: UNESCO.
  • Thompson, J. B. 2004. Ideología y Cultura Moderna [Ideology and Modern Culture]. (G. Fantinati Caviedes, Org.). Coyoacán, México: Universidad Autonónoma Metropolitana, Unidad Xochimilco.
  • Torres Carrasco, M. 1996. La dimensión ambiental: Un reto para la educación de la nueva sociedad. Proyectos Ambientales Escolares. PRAE. [The environmental dimension: A challenge for the education of the new society. School Environmental Projects]. Santa Fe de Bogotá: Ministerio de Educación Nacional. https://www.guao.org/sites/default/files/biblioteca/Dimensión%20ambiental.%20%20Un%20reto%20para%20la%20educación%20de%20la%20nueva%20sociedad.pdf
  • Torres Carrasco, M. 1998. “La educación ambiental: Una estrategia flexible, un proceso y unos propósitos en permanente construcción. La experiencia de Colombia [Environmental education: A flexible strategy, a process and purposes in permanent construction. The Colombian experience].”Revista Iberoamericana de Educación 16: 23–48. doi:10.35362/rie1601110.
  • Torres Carrasco, M. 2009. “Los Proyectos Ambientales Escolares – PRAE hoy: Retos y proyecciones en el marco del proceso de institucionalización de la educación ambiental en Colombia [School Educational Projects – SEPs today: Challenges and projections in the process of institutionalizing environmental education in Colombia].” Revista Cuadernos Pedagógicos 342: 43–47.
  • Torres Carrasco, M. (ed.). 2010a. Investigacion y eEducacion ambiental: apuestas investigativas pertinentes a los campos de reflexion e intervencion en educacion ambiental [Environmental education and research: research approaches pertinent to the fields of reflection and intervention in environmental education]. Medellín: Corantioquia.
  • Torres Carrasco, M. 2010b. “La política nacional de educación ambiental en Colombia: un marco Para la exploración y la reflexión, sobre las necesidades investigativas en educación ambiental [The national environmental education policy in Colombia: A framework for exploration and reflection on research needs in environmental education].” In Investigacion y educacion ambiental: apuestas investigativas pertinentes a los campos de reflexion e intervencion en educacion ambiental [Environmental education and research: research approaches pertinent to the fields of reflection and intervention in environmental education], edited by M. Torres Carrasco, 113–126. Medellín: Corantioquia.
  • Torres López, E. 2011. Medio ambiente y Proyecto Ambiental Escolar (PRAE) en el Colegio Nicolás Esguerra [Environment and School Environmental Project (PRAE) at the Nicolás Esguerra School]. Masters Thesis, Universidad Nacional. http://www.bdigital.unal.edu.co/4633/.
  • Torres Palacios, S. C., and A. Rodriguez Bolanos. 2013. Educación Ambiental Para La Participación En La Gestión Integral Del Riesgo. Colombia: Kencer Impresores. https://www.cortolima.gov.co/sites/default/files/images/stories/gestion_riesgos/Gestion_del_Riesgo/Modulos/Modulo_I_260913_baja.pdf.
  • United Nations Educational, Scientific and Cultural Organization (UNESCO). 1978. Intergovernmental Conference on Environmental Education: Final Report (Tbilisi, Georgia, USSR). Paris, France: UNESCO.
  • UNESCO. 1980. Environmental Education in the Light of Tbilisi Conference. Paris: UNESCO. http://unesdoc.unesco.org/Ulis/cgiin/ulis.pl?catno=38550&gp=0&lin=1&ll=1.
  • UNESCO. 1997. Educating for a Sustainable Future: A Transdisciplinary Vision for a Concerted Action. EPD-97 /Conf.401. /CLD.1. Paris: UNESCO. http://unesdoc.unesco.org/images/0011/001106/110686eo.pdf.
  • UNESCO. 2016. Education for People and Planet: Creating Sustainable Futures for All, Global Education Monitoring Report, 2016. 2nd ed. Paris: UNESCO.
  • Van Dijk, T. A. 1997. Discourse as Structure and Process. London, Thousand Oaks & New Delhi: Sage Publications.
  • Van Dijk, T. A. 2007. Racismo y discurso en América Latina [Racism and discourse in Latin America]. Barcelona: Gedisa.
  • Van Dijk, T. A. 2016. “Discurso cognição sociedade: estado atual e perspectivas da abordagem sociocognitiva do discurso [Discourse cognition society: current state and perspectives of the sociocognitive approach to discourse].” Revista Digital do Programa de Pós Graduação em Letras da PUCRS 9: 8–29.
  • Vélez Rojas, Óscar Alonso, and Abraham Allec Londoño Pineda. 2016. “De la Educación Ambiental Hacia la Configuración de Redes de Sostenibilidad en Colombia [from Environmental Education to the Configuration of Sustainability Networks in Colombia].” Perfiles Educativos 38 (151): 175–187. [online]. http://www.scielo.org.mx/pdf/peredu/v38n151/0185-2698-peredu-38-151-00175.pdf. doi:10.22201/iisue.24486167e.2016.151.54923.
  • Ventura, G. 2017. Da Dissimulação Das Relações de Dominação às Possibilidades de Superação da Crise Socioambiental: uma Análise Discursiva Das Finalidades da Educação em Ciências (Tese de Doutorado). [from Dissimulation of Relationships of Domination to the Possibilities for Overcoming the Socio-Environmental Crisis: A Discursive Analysis of the Purposes of Education in Sciences (Doctoral Thesis)]. Rio de Janeiro: Universidade Federal Do Rio De Janeiro
  • Wodak, R., and B. Matouschek. 1993. “We Are Dealing with People Whose Origins One Can Clearly Tell Just by Looking’: Critical Discourse Analysis and the Study of Neo-Racism in Contemporary Austria.” Discourse & Society 4 (2): 225–248. doi:10.1177/0957926593004002005.
  • Youkhana, E., C. Leifkes, and T. León-Sicard. 2018. “Epistemic Marginality, Higher and Environmental Education in Colombia.” Gestión y Ambiente 21 (2Supl): 15–29. 2), doi:10.15446/ga.v21n2supl.77752.
  • Zuluaga, O. L., and A. Echeverri. 2003. “Campo intelectual de la educación y campo pedagógico. Posibilidades, complementos y diferencias [The intellectual fields of education and pedagogy. Possibilities, complementarities and differences]." In Pedagogía y epistemología [Pedagogy and epistemology], edited by O. L. Zuluaga, A. Echeverri, A. Martínez, H. Quiceno, J. Sáenz O and A. Álvarez, 111–125. Bogotá: Cooperativa Editorial Magisterio, Grupo Historia de la Práctica Educativa.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.