Environment, Territory and Pedagogy. Comparative Perspectives on Ecological Education in Primary Schools in Colombia and Spain

Abstract

This review article comparatively analyzes how ecological education is configured in primary education in Colombia and Spain, based on three key categories: environment, territory, and pedagogy. In a global context marked by the socio-environmental crisis of the Anthropocene, the transformative role of the school is recognized as a space to rethink the relationships between society and nature. The review draws on recent and relevant literature from both countries, highlighting critical, community-based, and interdisciplinary approaches to environmental education. In Colombia, proposals focus on territorial appropriation, ecological justice, and community participation; while in Spain, emphasis is placed on climate literacy, situated learning, and the construction of sense of place. The methodology is based on qualitative documentary analysis, applying criteria of relevance, timeliness, and conceptual depth. The findings reveal convergences in the need for a contextualized and ethical pedagogy, as well as common challenges related to teacher training and curricular integration. It is concluded that advancing toward a transformative ecological education requires understanding environment and territory as pedagogical and cultural constructs rooted in children’s lived experiences.