Reception of ecoethics in Environmental Education Strategies and Programs: comparative analysis between Spain and Ecuador

Abstract

Environmental education processes are defined as the actions that are practiced permanently so that both individuals and communities become aware of the environment and obtain knowledge, values, skills, experience and determination in order to solve present and future environmental problems, thus, the basis for the awareness that is sought Through EE, it should inevitably contemplate what ecoethics dictates, so that the implementation of initiatives (policies, strategies, projects, plans, programs, and others) whose objective is to promote environmental education, are directly linked to the basic principles that govern the ethics of the environment. From this consideration, it is pertinent to pose the following question: do environmental education programs that have been officially implemented incorporate what ecoethics dictates? Additionally, if the answer is affirmative, it is worth asking: in what way is echoethics approached (or received) from these programs? And what similarities and differences exist between the receptions made in each case? In order to answer these questions, the analysis will focus on two specific cases of countries that have undertaken environmental education programs from official instances in recent years; The countries that are the object of this study (Spain and Ecuador) were selected because the study will be carried out in these two territories, and this will allow access to the information necessary to carry out the work.