THE ENVIRONMENTAL PERSPECTIVE FROM THE THEORETICAL FOUNDATIONS LINKING READING AS A DIDACTIC EXPERIENCE

Abstract

The environmental perspective, when analyzed from the theoretical foundations linking reading as a didactic experience, emerges as a fundamental educational approach for addressing contemporary ecological challenges. In a world where environmental crises are increasingly prominent, education plays a crucial role in shaping individuals who are aware of their surroundings. Reading, in this context, is not limited to the act of decoding words, but becomes an exceptional tool that allows students to explore, question, and connect with relevant environmental issues, thus fostering a sense of responsibility for the care of the planet. For this reason, this essay adopts a qualitative, interpretive, and hermeneutic perspective, with the general objective of analyzing the impact of the environmental perspective on the development of the reading process. As a result, from a constructivist perspective, reading becomes a means through which students construct their own knowledge about environmental issues. This theoretical approach maintains that learning is an active and contextualized process, where students assimilate information by linking it to their prior experiences. By reading texts related to sustainability, biodiversity, or climate change, students not only understand the problems but also develop a critical capacity to reflect on their role in the world. This profound connection between the text read and personal reality generates meaningful learning that can be translated into concrete actions in their communities.