Educación ambiental inclusiva y Buen Vivir: equidad entre niñeses sordas y oyentes

Wilson Andrés Losada Trujillo; Catalina Trujillo Vanegas

doi:10.5294/edu.2026.29.2.6

Authors

Wilson Andrés Losada Trujillo Author Universidad de la Amazonia https://orcid.org/0009-0002-3670-0802
Catalina Trujillo Vanegas Author Universidad Surcolombiana https://orcid.org/0000-0003-2214-7487

DOI:

https://doi.org/10.5294/edu.2026.29.2.6

Keywords:

Buen Vivir, communicative justice, critical pedagogy, environmental education, inclusive education

Abstract

This article analyzes the relationships of interaction, dependence, and interdependence between deaf and hearing children within inclusive environmental education experiences oriented toward Buen Vivir (Living Well). The purpose is to identify how these relationships are configured in the school’s natural spaces and to provide pedagogical guidelines for equitable environmental education. The study was conducted with 35 elementary school children from the Escuela Normal Superior de Neiva (Colombia), using a hermeneutic qualitative approach and Educational Action Research. Evidence was produced through socio-pedagogical mapping, iconography, tours of institutional natural spaces, and multimodal productions in sign language, spoken language, gestures, and images. These materials were organized into matrices of meaning and interpreted through hermeneutic triangulation between narratives, spatial representations, and collective productions. The findings reveal the school as a territory interpreted in diverse languages, with the simultaneous presence of unilateral dependencies and forms of mutual support and recognition between deaf and hearing children. School-based natural spaces function as pilot projects for Buen Vivir, expanding modes of expression and redistributing children’s participation. It is concluded that overcoming unilateral dependencies requires verifiable conditions of co-decision-making, reciprocity in care, and communicative justice as a guarantee of equitable participation in inclusive school environments.

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