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Service-Learning and Integral Ecology
Climate change and the vertiginous transformations in the environment are impacting human life, as well as that of the rest of the species that inhabit the Earth.
Caring for the planet as the common home of all humanity implies focusing on the relationship that exists between nature and the society that lives on it, where everything is closely interrelated and needs to be approached from an integral ecology, which clearly respects its human and social dimensions together with the natural ones.
Addressing these issues requires a change in the social paradigm, to reduce the risk of creating changes beyond our capacity to respond, adapt and be resilient as a society. In this process, the new generations already play a fundamental role, which is not always sufficiently recognized.
In the decades of CLAYSS’ work with educational institutions, we have seen the importance of projects led by children, adolescents and young people in caring for the planet, and the potential of the pedagogy of solidarity service-learning (S-L), which is not limited to the transmission of knowledge, but encourages students to apply their knowledge and skills in the concrete transformation of reality, working in solidarity with their communities.
On this basis, the “Service-Learning and Integral Ecology Programme” is proposed:
- Contribute to the promotion of solidarity service-learning projects that contribute to an integral ecology.
- identify, support, give visibility to and systematize successful experiences that incorporate the integral ecology paradigm in solidarity learning and service-learning projects in Latin America.
- To elaborate a characterization of the distinctive features of solidarity service-learning projects focused on integral ecology, based on the evaluation that allows identifying the aspects that can be replicated in different formal and non-formal educational environments.
- generate evidence on the importance of the contribution of children and adolescents as authentic protagonists of change together with their communities, towards an integral ecology and the achievement of the Sustainable Development Goals (SDGs) proposed by the UN.
- Support and give visibility to AYSS experiences in the field of integral ecology of schools in Argentina and Uruguay involved in this program.
- Escuela de Educación Técnico Profesional de la UBA. Villa Lugano, Ciudad Autónoma de Buenos Aires.
- Esc. Tecnica Nro. 3 DF Sarmiento. Mar del Plata, Provincia de Buenos Aires.
- Escuela Nro. 25 Delia Medici de Chayep, Villa Futalaufquen, Chubut.
- Escuela Albergue Nro. 80 “Vicente López”. Cangrejillos, Jujuy.
- Escuela Simón Bolívar, San Martín, Mendoza
- U.P.L. Nª13 “Las Rosas”, Maldonado, Uruguay
The program will provide financial support, technical assistance and teacher training to the institutions and will collaborate with the dissemination of their experiences.
Monitoring and evaluation: The institutional leaders together with directors and teachers will use common tools for the systematization and evaluation of the practices.
Research on practices: an external researcher will investigate the specific contributions that the schools participating in the program have made to educational quality and inclusion, as well as to the community served, since the beginning of their respective service-learning projects.