School and Sustainable Relationships: Pedagogical Perspectives for an Ecological and Intercultural Literacy
Keywords:
Ecological literacy, Education, Sustainability, Interculturality, AnthropoceneAbstract
This contribution explores the growing unsustainability of our time—marked by climatic, environmental, and educational emergencies—by situating these issues within a systemic interpretative framework. In particular, it underscores how the Anthropocene represents a historical epoch in which the impact of human activity on the planet has reached critical thresholds, requiring urgent interdisciplinary reflection, including within the field of pedagogy. The paper calls for a renewed alliance between pedagogy and ecology—conceived not merely as environmental science, but as an ethical and relational paradigm connecting humans, nature, and culture. The focus is placed on potential pathways for ecological literacy in schools. Ecological literacy is not understood as the transmission of content; rather, it involves lived and embodied experiences aimed at fostering a new ethics of coexistence. These pathways seek to cultivate critical thinking, a sense of responsibility, and, above all, relational awareness - also from an intercultural perspective - both in learners and within society as a whole.
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