DPCC Unidad 3
Cargado por
Robert Elera CastilloTemas abordados
- colaboración en equipo,
- responsabilidad social,
- interacción en entornos virtua…,
- evaluación participativa,
- reflexiones sobre biodiversida…,
- derechos y deberes,
- propuestas de acción,
- derechos humanos,
- cultura e identidad,
- bien común
DPCC Unidad 3
Cargado por
Robert Elera CastilloTemas abordados
- colaboración en equipo,
- responsabilidad social,
- interacción en entornos virtua…,
- evaluación participativa,
- reflexiones sobre biodiversida…,
- derechos y deberes,
- propuestas de acción,
- derechos humanos,
- cultura e identidad,
- bien común
Common questions
Con tecnología de IACross-disciplinary competencies play a critical role in achieving the educational unit's goals related to biodiversity conservation by fostering a holistic educational approach that combines cultural, scientific, and social perspectives . These competencies aim to cultivate informed citizenship by guiding students through collaborative research, reflection, and discussion across various subjects. Students learn to apply technological, scientific, and cultural knowledge in activities like triptych creation and public deliberation, which focus on practical solutions for biodiversity conservation and the responsible use of resources within their community .
The document emphasizes pedagogical approaches that include fostering democratic participation and conservation awareness. These involve dialogues, reflections, and deliberations about cultural and natural heritage, alongside the development of competencies like acting democratically in public issues and contributing to the common good . The document also highlights the integration of information technology to optimize learning environments and ensure active participation, further supporting the idea of making informed decisions regarding natural resource conservation .
The competencies outlined in the document aim to actively engage students with their community in responsible natural resource use by developing their capacities to deliberate on public matters, especially those affecting human rights and environmental conservation . Students are encouraged to take a stand on issues such as the right to water, promote consensus-building, and communicate the importance of natural resources as part of their heritage . They are also tasked with creating informative materials that help raise awareness about sustainable practices within their community, thus directly contributing to biodiversity conservation and ethical resource consumption .
The educational unit integrates ancestral knowledge into its conservation strategies by revaluing and incorporating traditional practices and understandings into modern ecological efforts . This integration is achieved through collaborative learning experiences where students explore and discuss historical and cultural practices that have contributed to sustainable living. By appreciating these ancestral insights, students learn about practical conservation methods and the importance of maintaining cultural heritage alongside natural resources, thus encouraging a comprehensive approach to biodiversity conservation .
The unit highlights challenges such as the impact of global warming, ecosystem contamination, and the spread of diseases like dengue as significant threats to biodiversity in Pucalá . Students are expected to address these challenges by developing projects and educational materials like triptychs that propose actionable recommendations for conservation. They are encouraged to engage in public deliberation and awareness campaigns to inform their community about sustainable practices and advocate for environmental protections. Through these activities, students learn to identify local environmental issues and devise strategic solutions that foster both awareness and action towards biodiversity preservation .
Dialogue and reflection are significant in understanding the value of cultural and natural heritage in this educational unit as they promote deeper engagement with and appreciation of one's heritage . Through structured discussions and reflective exercises, students critically evaluate different viewpoints and develop an informed perspective on the importance of preserving cultural and natural resources. These activities are intended to enhance the students' ability to articulate the value of their heritage, encouraging them to take ownership of sustainable practices and participate actively in conservation efforts .
Technological tools are integrated into the educational unit to facilitate both environmental education and learning autonomy by enabling personalized virtual environments and the management of information through databases . These tools, including software and hardware setups, are utilized to develop student projects, enhance learning engagement, and refine knowledge dissemination about conservation strategies. The students are encouraged to interact in virtual environments responsibly, collaborate in sharing information, and manage their learning trajectory efficiently .
The principles of 'solidaridad planetaria' and 'equidad intergeneracional' are woven into the educational unit's objectives by encouraging students to appreciate and care for all forms of life with a systemic and global perspective . These principles are embedded in the activities aimed at fostering an understanding of the long-term impact of actions on future generations and underscore the importance of environmental stewardship as a collective global responsibility. The educational unit promotes actions and discussions that underscore the necessity for students to regard natural resources, like water, as commons that should be preserved equitably for present and future communities .
The educational unit focuses on developing awareness among students regarding the conservation of biodiversity and the responsible use of natural resources. It does this by addressing the significant situation where global challenges such as climate change and ecosystem contamination pose threats to local biodiversity, potentially causing health issues like dengue . Students are encouraged to engage in activities like creating a triptych with recommendations and reflections to conserve biodiversity, which involves promoting sustainable resource use and spreading awareness in the Pucalá community .
Developing proposals and recommendations on the responsible use of natural resources is important for students because it empowers them to actively participate in conservation efforts and promotes a deep understanding of environmental issues . This task encourages critical thinking and civic engagement, fostering a sense of responsibility and capability to influence change within their community. By working on such projects, students become advocates for sustainable practices and help spread awareness about the importance of biodiversity conservation, reinforcing their role in the pursuit of a sustainable future .
