Límites e indefiniciones de la educación ambiental, un debate permanente

Abstract

The article seeks to establish the coordinates according to which the field of environmental education (hereinafter EA) is delimited, in view of the risks involved in the lack of definition in which it moves. In order to do this, theoretical reflection and research works are taken as a reference that bring us closer to the understanding of EE as a social movement, knowledge, training and profession, and reveal some of the tensions in its consolidation process. The analysis reflects the EA as an enormously diverse social space, in coherence with the complex and multidimensional nature of the educational challenge it faces. The problem does not lie in its heterogeneous character, but in the fact that the process of autonomization is in an incipient state. Defined at the intersection of the educational, environmental and socio-cultural fields, it occupies a scarcely relevant position within the academic, training and professional spaces in which it is inscribed; it suffers from professional intrusiveness and precarious working conditions, associated with the lack of recognition of its specificity; and it operates as an enormously heteronomous space, with the socio-political dynamics and interests and logics of the academic and professional spaces to which it is linked.