In its definition of Environmental Education, United Nations tells us that it aims at training of individuals to know and recognize the interactions between what is natural and social in their environment and to act in that environment. Trying not to print their guidance activities posing a serious deterioration in the balance of natural processes have been developed, making possible the existence of a sound environmental quality for the development of human life.
It is necessary to address the issue of environmental care seriously enough to reverse the habits that caused damage to date, to our planet. It is necessary to incorporate the idea that, over time and keeping harmful behaviors towards the environment we are losing the opportunity to have a better quality of life, we are deteriorating our planet and the creatures that inhabit it.
Clearly the need for awareness from each of us to rethink what values and attitudes, is layered cultural change that we must assume, with respect to environmental issues.
Beyond traditional education, ie the mere fact of providing knowledge, environmental education related to the man and his environment, his surroundings and looking for a change of attitude, an awareness of the importance of preserving for the future and to improve our quality of life.
The adoption of a conscious attitude to the environment that surrounds us and of which we are an inseparable part, depends heavily on education and education of children and youth. For this reason, it is to pedagogy and school play a major role in this process.
Environmental education is an educational process, comprehensive and interdisciplinary approach that considers the environment as a whole and that seeks to involve the general public in identifying and solving problems through the acquisition of knowledge, values, attitudes and skills, making decisions and active and organized.
The child grows and develops under the influence of a complex educational process, in which the school plays a social role that has the objective that the future citizen to receive education and training, and integrated into the society we live in a harmonious way, politically and ideologically formed in correspondence with the principles of our society. In this sense, we must educate the child to fully occupy its rightful place in nature, as an element of it. He must understand that it is an integral part of the ecological system and as such, has duties to fulfill.
The formation and development of right habits in students, with regard to the protection of the environment in the school and its surroundings, contribute to linking theory with practice and familiarize them with these tasks and local requirements. This makes it easier to understand the importance of environmental protection and other factors, regional and national level, and how a company can plan and control the influence of the environment for the benefit of the community.
Exploiting these issues, which are contained in school education but with a purpose, which is not only information, that violate this limit. That comes to the formation of a citizen aware and involved in this problem.
The need to address environmental problems requires an approach that involves the criticism of the different knowledge and development of human knowledge for the creation of alternatives. Hence, besides the economic and social constraints given by the style of development to address environmental issues, the chances of reversing environmental degradation are also limited by the very establishment of the educational process and knowledge construction.
It is necessary to address the study of environmental education in a systemic perspective. We must realize that the conceptualization of environmental education content covers several fields: conservation, equity, pollution, urban environments / rural, human rights, ecology, environmental science, integrated education, population, energy, poverty, ethics, sustainable development, society, technology, quality of life, among others. In addition, these fields intersect and overlap. We then define which relationships, interactions, outcomes or consequences, we are interested in discovering and then communicating.
Since the state is necessary to incorporate mandatory subject of environmental education for future generations and an adequate quality of life.
Environmental education in Argentina is little more than diapers, despite the efforts and plans officers who are trying to implement, both in the Ministry of Education’s Office as at the equivalent of the provinces due to: lack of connection between individual actions to be implemented and the social, the temporary nature of the proposed actions (do not lead to the formation of habits), not allowed to develop the creativity of the subjects, since there is no continuity between the content that is transmitted and the conceptions and representations of the subject and finally, the lack of information on local issues in conjunction with national problems. ODA is weak or negligible. This is mainly due to the often precarious importance given to education, both from state and other parts of society, translates to a contraction of the public education system, as an effect of a low budget and lack of a debate about the quality and benefits of education provided.
This education goes beyond the traditional formal education, not be confined only to schools, but employees also at work in the enterprise or workplace, which offers an excellent vehicle for communicating values for the environment , relating to production characteristics. Moreover, the effective development of environmental education demands the full use of all public and private resources that society has, through various application systems and subsystems, linked with legislation, policies, plans and programs implementing the measures and control mechanisms and the decisions that governments take on the environment.
It should stimulate the formation of societies socially just, ecologically balanced, which together maintain a relationship of interdependence and diversity.
Environmental education in the context of sustainable development, should generate urgently, changes in quality of life and greater awareness of personal behavior, as well as harmony between human beings and between them and other forms of life.