Sistematización de experiencia en la educación ambiental: el concurso por el día mundial del agua

The environment education with integral focus occurred in the mark of education action formal, no formal and informal, with human groups diverse, articulate with different education process and contemporaneous communication. The goal was socialized the concourse for World Day of Water with the participation of students in different educative level of Cabaiguan, action of educative strategy to protect water resource, implemented at Municipal University Center. The strategy learns-learn contextualized to environment education was uses, the methodology to systematized the environment education experiences and theory and empirical methods: historic and logic, induction and deduction, document review, the observation and the interview. The analysis unit was Nine school and 110 students participate in 2017, 2018 and 2019. Educate the members of society since early years in the sustainable us of resources, the duty of protect, the mitigation of negative impact strategies and the adaptation ante the climate change, is essential in the formation of responsible environmental conscience, for this the realization of extracurricular activities for the students is a relevant via for their sensitization and compromise with the behavior modes transformation in the accomplishment water resource, concreted the strategy learn- learn. The systematization the students' participation of different teaching is concrete one actions of the educative strategy to protect water resource at the community. A educação ambiental com abordagem integral ocorreu no âmbito de ações educativas formais, não formais e informais, com diversos grupos humanos, articuladas com diferentes processos educativos e comunicacionais contemporâneos. O objetivo foi socializar a experiência do concurso realizado para o Dia Mundial da Água com a participação de alunos de diferentes níveis educacionais do município de Cabaiguán; ação da estratégia educacional implementada pelo Centro Universitário Municipal para a proteção dos recursos hídricos. Utilizou-se a estratégia aprender-aprender, contextualizada à educação ambiental, a metodologia para a sistematização das experiências de educação ambiental e os métodos: histórico e lógico, indução e dedução, revisão documental, observação e entrevista. A unidade de análise foi composta por nove escolas e 110 pioneiras em 2017, 2018 e 2019. Educar os membros da sociedade desde cedo sobre o uso sustentável dos recursos, o dever de protegê-los, estratégias para mitigar i