{"id":1828,"date":"2020-09-16T13:53:20","date_gmt":"2020-09-16T13:53:20","guid":{"rendered":"https:\/\/llavorem.org\/?page_id=1828"},"modified":"2020-11-09T12:02:39","modified_gmt":"2020-11-09T12:02:39","slug":"educacio-ecosocial","status":"publish","type":"page","link":"https:\/\/llavorem.org\/es\/educacio-ecosocial\/","title":{"rendered":"Educaci\u00f3n Ecosocial"},"content":{"rendered":"

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"Una sola bellota Reducir texto <br> crear un bosque" (Ralph Waldo)<\/span><\/p>\n<\/blockquote>\n

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\u00bfQU\u00c9 ES LA EDUCACI\u00d3N ECOSOCIAL?<\/h2><\/div><\/div>[vc_single_image image=”1858″ img_size=”500×500″ alignment=”center”][\/vc_column][\/vc_row][vc_row css=”.vc_custom_1600256817878{padding-top: 50px !important;padding-bottom: 50px !important;}”][vc_column width=”1\/3″][apress_icon_box iconcolor=”#8224e3″ contentboxtitle_size=”20″ boxtitlepad=”padding-top:10|padding-bottom:5″ title_desc_color=”#757575″ icon_family=”linecons” icon_linecons=”vc_li vc_li-params” contentboxtitle=”\u201cSHINRIN YOKU\u201d” contentboxarea=””][\/vc_column][vc_column width=”1\/3″][apress_icon_box iconcolor=”#8224e3″ contentboxtitle_size=”20″ boxtitlepad=”padding-top:10|padding-bottom:5″ title_desc_color=”#757575″ icon_family=”linecons” icon_linecons=”vc_li vc_li-params” contentboxtitle=”AGENDA 21 ESCOLAR I\/\u00d3 UNIVERSIT\u00c0RIA” contentboxarea=””][\/vc_column][vc_column width=”1\/3″][apress_icon_box iconcolor=”#8224e3″ contentboxtitle_size=”20″ boxtitlepad=”padding-top:10|padding-bottom:5″ title_desc_color=”#757575″ icon_family=”linecons” icon_linecons=”vc_li vc_li-params” contentboxtitle=”PROPOSTES L\u00daDICO-FORMATIVES” contentboxarea=””][\/vc_column][\/vc_row][vc_row css=”.vc_custom_1600256846342{padding-top: 50px !important;padding-bottom: 50px !important;}”][vc_column width=”1\/2″]
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\"SHINRIN YOKU\"<\/h2><\/div><\/div>
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T\u00e9rmino acu\u00f1ado en 1982 por Akiyama Tomohide, fue una pr\u00e1ctica implantada por la propia Agencia Forestal de Jap\u00f3n, y que a d\u00eda de hoy practican m\u00e1s de dos millones de japoneses alrededor de unos 50 bosques nacionales.<\/span><\/p>\n

El t\u00e9rmino "Shinra Yoku" se puede traducir literalmente como "Absorber la atm\u00f3sfera del bosque"<\/b>.\u00a0 <\/span>Por tanto, las actividades que se pueden englobar bajo esta pr\u00e1ctica son numerosas: desde la realizaci\u00f3n de una actividad f\u00edsica vinculada al entorno natural, hasta la planificaci\u00f3n de estancias y jornadas de m\u00e1s de un d\u00eda de duraci\u00f3n.<\/b><\/span><\/p>\n

Cualquiera que sea la pr\u00e1ctica elegida, es realmente importante disfrutarla en la totalidad de los sentidos, acompa\u00f1adas por personas conocedoras del entorno que nos acompa\u00f1an en ese proceso de disfrutar con todos y cada uno de los sentidos.<\/span><\/p>\n<\/div>\n<\/div>\n

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AGENDA 21 ESCOLAR Y\/O UNIVERSITARIA<\/h2><\/div><\/div>
<\/div>[vc_column_text]La Agenda 21 es la herramienta propuesta por la ONU, despu\u00e9s de la Cumbre de la Tierra<\/strong> (1992)<\/strong>, Para alcanzar objetivos y dise\u00f1ar estrategias en vista de un avance de la sociedad hacia un verdadero desarrollo sostenible.<\/p>\n

Podr\u00edamos decir que fueron los primeros pasos hacia la actual Agenda 2030, de Objetivos de Desarrollo Sostenible.<\/p>\n

Se trata de una herramienta muy potente para vehicular\u00a0la ambientaci\u00f3n curricular y la sostenibilizaci\u00f3n los centros educativos.<\/strong><\/p>\n

Mediante la creaci\u00f3n de un Comit\u00e9 Ambiental del Centro<\/strong>, es planifica un acompanyament i assesorament del proc\u00e9s d’implantaci\u00f3, i an\u00e0lisi dels resultats.[\/vc_column_text][\/vc_column][\/vc_row][vc_row css=”.vc_custom_1600256846342{padding-top: 50px !important;padding-bottom: 50px !important;}”][vc_column width=”1\/2″]

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PROPUESTAS L\u00daDICO-FORMATIVAS<\/h2><\/div><\/div>
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Aunque los anteriores apartados se podr\u00edan incluir dentro de esta propuesta, el elemento diferenciador de estas actividades es la priorizaci\u00f3n de la parte l\u00fadica<\/b>, Y la programaci\u00f3n de las mismas en jornadas y eventos grupales, familiares y comunitarias.<\/span><\/p>\n

Mediante el juego, se pueden transmitir y adquirir valores y comportamientos diarios eco-responsables.<\/span><\/p>\n

Guarder\u00edas de Verano, Actividades extraescolares, Itinerarios interpretativos<\/b>... Son algunos ejemplos de este tipo de activitas que se pueden proponer y adecuar de manera personalizada.<\/span><\/p>\n<\/div>\n<\/div>\n

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T\u00c9CNICAS?? DE NATURACI\u00d3N URBANA<\/h2><\/div><\/div>
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Diagn\u00f3stico inicial:<\/span><\/strong><\/p>\n

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Comit\u00e9 ambiental:<\/span><\/strong><\/p>\n

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Sensibilizaci\u00f3n y acci\u00f3n:<\/span><\/strong><\/p>\n

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PROGRAMAS DE EDUCACI\u00d3N AMBIENTAL, JORNADAS Y TALLERES L\u00daDICO-FORMATIVOS<\/h2><\/div><\/div>
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Guarder\u00edas de Verano:<\/span><\/strong><\/p>\n

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Centros Educativos:<\/span><\/strong><\/p>\n

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Eventos tem\u00e1ticos:<\/b><\/span><\/p>\n

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