Between forest and classrooms: Study of an endogenous project to integrate education and sustainability

Abstract

We share a study case of an educational project that emerged in an endogenous way in a high school in Galicia (Spain) and is oriented towards the caring of land in the municipality on which this is located. We elaborate qualitative research to understand it deeply, through an inductive-deductive content analysis of: documents of the project, semi-structured interviews and participant observation. We analyse from the perspective of service- learning and community funds of knowledge and identity as methodological referents that serve to bound community and educational centers. The results show the motives of different agents to participate, the more relevant procediments and the impact on learning, territory, and community. The discussions drawn the potential of the mentioned methodologies to constitute a new ecology of learning that allows us to face the ecosocial crisis bounding education and local sovereignty.