A Educación Ambiental como investigación educativa
In just over thirty years, Environmental Education has accumulated a vast array of contributions in the form of thought-provoking discourse and practice for educational research, an area which is, in spite of its achievements, still an emerging field. In this sense, through arguments stemming from the ecological crisis, the complexity of environmental know-how and the search for pedagogical alternatives to the severe problems affecting us as societies and civilisations, research within this area —at the meeting point between Educational Sciences and Environmental Sciences, with their respective scientific communities— has placed us over and over again before topics, strategies and methods which reveal a permanent epistemological, conceptual and empirical flexibility. And this is not just a consequence of the changes that have been observed in the way we read and interpret the interface between education and environment, an interface which is further complicated by the current controversy between Environmental Education and Education for Sustainable Development. It is also related to the scientific, academic and even ideological meanings involved in such an interface for both people and processes of social change. This will be the focus of attention in the present paper.
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