Ethical and epistemic approaches for the foundation of environmental education within an esosophical perspective

Abstract

This paper aims to problematize educational activities and approaches in relation to the environment, postulating the idea of the necessity of decolonizing epistemic understandings in which environmental educational prospects are supported. In addition, a review of the ecosophical paradigm of the Andean tradition is proposed in order to articulate ethical and epistemic contributions to the construction of curriculum and other educational environments.