Integrating Knowledge: CEPTs and the Challenge of Environmental Education. Practical Experience

In this article, we share our reflections on our experience with the project "Implementation of Comprehensive Environmental Education in Agricultural Schools to Achieve Sustainable Production Processes at Educational Centers for Total Production (CEPT) No. 2 and No. 32," based at the Natio...

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Autores principales: Kindernecht, Natalia Alejandra, Valle, Dulce Agostina, Vega, Yamila Celina
Formato: Artículo revista
Lenguaje:Español
Publicado: Centro de Estudio Sociales. Universidad Nacional del Nordeste 2026
Materias:
environment
local development
rural youth
ambiente
desarrollo local
jóvenes rurales
Acceso en línea:https://revistas.unne.edu.ar/index.php/dpd/article/view/9313
Aporte de:
Revistas UNNE - Universidad Nacional del Noroeste (UNNE) de Universidad Nacional del Nordeste
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spelling I48-R154-article-93132026-05-19T12:43:35Z Integrating Knowledge: CEPTs and the Challenge of Environmental Education. Practical Experience Integrando saberes: Centros Educativos para la Producción Total y el desafío de la educación ambiental. Experiencia práctica Kindernecht, Natalia Alejandra Valle, Dulce Agostina Vega, Yamila Celina environment local development rural youth ambiente desarrollo local jóvenes rurales In this article, we share our reflections on our experience with the project "Implementation of Comprehensive Environmental Education in Agricultural Schools to Achieve Sustainable Production Processes at Educational Centers for Total Production (CEPT) No. 2 and No. 32," based at the National University of Luján (UNLu) and funded by SPU. This project aimed to work with teachers and students to address the environmental dimension of the productive projects developed in 6th and 7th grades, in order to ensure sustainable processes and improve the quality of life of the CEPT educational community. It also sought to promote a dialogue of knowledge, integrating productive knowledge, experiences, and family backgrounds to strengthen networks between CEPT No. 2 and No. 32 alternating schools and UNLu. In this article, we share an analysis of the emergence of the extension project, the scope of its implementation, and the networks that were forged to carry it out. Emphasizing the dialogues of implicit and explicit knowledge during its execution, the situation of young rural adolescents and the connection with the implementation of the Comprehensive Environmental Education Law in general and, in particular, aimed at supporting productive projects. En el presente artículo nos proponemos compartir reflexiones sobre la experiencia que llevamos adelante en el proyecto de extensión Implementación de la Educación Ambiental Integral en escuelas agrarias para alcanzar procesos productivos sustentables en los Centros Educativos para la Producción Total (CEPT) N°2 y N°32, radicado en la Universidad Nacional de Luján (UNLu) y que contó con financiamiento de la Secretaría de Políticas Universitarias (SPU)[1]. Este proyecto tuvo como objetivo trabajar junto a docentes y estudiantes en el abordaje de la dimensión ambiental de los proyectos productivos que se desarrollan en 6° y 7° año, a fin de asegurar procesos sustentables y mejorar la calidad de vida de la comunidad educativa del CEPT. Asimismo, se buscó promover el diálogo de saberes, integrando conocimientos productivos, experiencias y trayectorias familiares para fortalecer redes entre escuelas de alternancia CEPT N°2 y N°32 y la UNLu. Además, compartimos un análisis del surgimiento del proyecto de extensión, los alcances de su implementación, las redes que se tejieron para llevarlo a cabo. Haciendo hincapié en los diálogos de saberes implícitos y explícitos durante su ejecución, la situación de los y las jóvenes rurales adolescentes y la vinculación con la implementación de la Ley de Educación Ambiental Integral en general y, en particular, destinado al acompañamiento de los proyectos productivos. Centro de Estudio Sociales. Universidad Nacional del Nordeste 2026-05-11 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo evaluado por pares text/xml application/pdf https://revistas.unne.edu.ar/index.php/dpd/article/view/9313 10.30972/dpd.15259313 De Prácticas y Discursos; Vol. 15 Núm. 25 (2026): De Prácticas y Discursos. Cuadernos de Ciencias Sociales 2250-6942 spa https://revistas.unne.edu.ar/index.php/dpd/article/view/9313/9236 https://revistas.unne.edu.ar/index.php/dpd/article/view/9313/9247 http://creativecommons.org/licenses/by-nc/4.0
institution Universidad Nacional del Nordeste
institution_str I-48
repository_str R-154
container_title_str Revistas UNNE - Universidad Nacional del Noroeste (UNNE)
language Español
format Artículo revista
topic environment
local development
rural youth
ambiente
desarrollo local
jóvenes rurales
spellingShingle environment
local development
rural youth
ambiente
desarrollo local
jóvenes rurales
Kindernecht, Natalia Alejandra
Valle, Dulce Agostina
Vega, Yamila Celina
Integrating Knowledge: CEPTs and the Challenge of Environmental Education. Practical Experience
topic_facet environment
local development
rural youth
ambiente
desarrollo local
jóvenes rurales
author Kindernecht, Natalia Alejandra
Valle, Dulce Agostina
Vega, Yamila Celina
author_facet Kindernecht, Natalia Alejandra
Valle, Dulce Agostina
Vega, Yamila Celina
author_sort Kindernecht, Natalia Alejandra
title Integrating Knowledge: CEPTs and the Challenge of Environmental Education. Practical Experience
title_short Integrating Knowledge: CEPTs and the Challenge of Environmental Education. Practical Experience
title_full Integrating Knowledge: CEPTs and the Challenge of Environmental Education. Practical Experience
title_fullStr Integrating Knowledge: CEPTs and the Challenge of Environmental Education. Practical Experience
title_full_unstemmed Integrating Knowledge: CEPTs and the Challenge of Environmental Education. Practical Experience
title_sort integrating knowledge: cepts and the challenge of environmental education. practical experience
description In this article, we share our reflections on our experience with the project "Implementation of Comprehensive Environmental Education in Agricultural Schools to Achieve Sustainable Production Processes at Educational Centers for Total Production (CEPT) No. 2 and No. 32," based at the National University of Luján (UNLu) and funded by SPU. This project aimed to work with teachers and students to address the environmental dimension of the productive projects developed in 6th and 7th grades, in order to ensure sustainable processes and improve the quality of life of the CEPT educational community. It also sought to promote a dialogue of knowledge, integrating productive knowledge, experiences, and family backgrounds to strengthen networks between CEPT No. 2 and No. 32 alternating schools and UNLu. In this article, we share an analysis of the emergence of the extension project, the scope of its implementation, and the networks that were forged to carry it out. Emphasizing the dialogues of implicit and explicit knowledge during its execution, the situation of young rural adolescents and the connection with the implementation of the Comprehensive Environmental Education Law in general and, in particular, aimed at supporting productive projects.
publisher Centro de Estudio Sociales. Universidad Nacional del Nordeste
publishDate 2026
url https://revistas.unne.edu.ar/index.php/dpd/article/view/9313
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first_indexed 2026-06-17T05:01:00Z
last_indexed 2026-06-17T05:01:00Z
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