Conceptualización y mediación docente del enfoque Amazonía como sujeto de derechos en una escuela rural amazónica

• Christian Felipe Arias Capera ^[1] ; Martha Patricia Vives Hurtado ^[2]
  1. [1] Universidad de la Amazonia

     Universidad de la Amazonia

     Colombia

     
  2. [2] Escuela Superior de Administración Pública – ESAP, Colombia
• Localización: Foro de Educación, ISSN-e 1698-7802, ISSN 1698-7799, Vol. 24, Nº. 2, 2026, págs. 276-296
• Idioma: español
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Frente al reconocimiento de la Amazonía colombiana como sujeto de derechos consagrado en la sentencia STC4360-2018 de la Corte Suprema de Justicia, persisten interrogantes sobre cómo la escuela rural traduce ese mandato en práctica pedagógica. Este artículo analiza cómo seis docentes de una escuela rural amazónica en Caquetá, Colombia, conceptualizan y median pedagógicamente dicho enfoque. Se desarrolló un estudio cualitativo de orientación interpretativa basado en doce entrevistas semiestructuradas y diez observaciones focalizadas de aula, examinadas mediante análisis temático reflexivo. Los hallazgos identifican tres conceptualizaciones docentes: jurídico-ecocéntrica, centrada en derechos y obligaciones; moralizante, orientada a hábitos individuales de cuidado; y pragmática, asociada a servicios ecosistémicos y soporte vital. Las mediaciones más visibles son actitudinales y restaurativas —reciclaje, siembra y campañas de sensibilización—, mientras las cívico-deliberativas, vinculadas a derechos colectivos y responsabilidades diferenciadas, aparecen de modo limitado. El contexto territorial —conflicto armado, economías ilegales, precariedad institucional y tensiones productivas comunitarias— restringe la deliberación escolar sobre justicia ambiental. Se propone un modelo heurístico situado que articula conceptualización docente, mediación, justicia ambiental e identidad social, sosteniendo que la pertenencia territorial solo se traduce en acción colectiva escolar cuando convergen normas compartidas, eficacia colectiva y canales institucionales de participación. Los hallazgos no se extrapolan más allá de contextos rurales amazónicos comparables y sugieren la necesidad de fortalecer la dimensión cívico-deliberativa de la educación ambiental en territorios atravesados por conflictividad socioambiental.

  • English

    In light of the recognition of the Colombian Amazon as a subject of rights established in Ruling STC4360-2018 of the Supreme Court of Justice, questions remain regarding how the rural school translates this mandate into pedagogical practice. This article analyzes how six teachers from a rural Amazonian school in Caquetá, Colombia, conceptualize and pedagogically mediate this approach. A qualitative study with an interpretive orientation was conducted, drawing on twelve semi-structured interviews and ten focused classroom observations, which were examined through reflexive thematic analysis. The findings identify three teacher conceptualizations: a legal-ecocentric one, centered on rights and obligations; a moralizing one, oriented toward individual care habits; and a pragmatic one, associated with ecosystem services and life-support functions. The most visible mediations are attitudinal and restorative —recycling, planting, and awareness campaigns— while civic-deliberative mediations, linked to collective rights and differentiated responsibilities, appear only to a limited extent. The territorial context —armed conflict, illegal economies, institutional precariousness, and community-level productive tensions— constrains school deliberation on environmental justice. A situated heuristic model is proposed that articulates teacher conceptualization, mediation, environmental justice, and social identity, arguing that territorial belonging translates into collective school action only when shared norms, collective efficacy, and institutional channels of participation converge. The findings are not extrapolated beyond comparable Amazonian rural contexts and suggest the need to strengthen the civic-deliberative dimension of environmental education in territories shaped by socio-environmental conflict

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