<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602017000100053</article-id>
<article-id pub-id-type="doi">10.1590/0104-4060.49136</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La formación de educadores ambientales en México: avances y perspectivas]]></article-title>
<article-title xml:lang="pt"><![CDATA[A formação de educadores ambientais no México: progressos e perspectivas]]></article-title>
<article-title xml:lang="en"><![CDATA[Training of environmental educators in Mexico: progress and prospects]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[González-Gaudiano]]></surname>
<given-names><![CDATA[Édgar J.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arias-Ortega]]></surname>
<given-names><![CDATA[Miguel Ángel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Veracruzana Instituto de Investigaciones en Educación ]]></institution>
<addr-line><![CDATA[Xalapa Veracruz]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de la Ciudad de México  ]]></institution>
<addr-line><![CDATA[Ciudad de México ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<volume>00</volume>
<numero>63</numero>
<fpage>53</fpage>
<lpage>66</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602017000100053&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602017000100053&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602017000100053&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La formaci&#243;n de educadores ambientales fue planteada como un imperativo del campo desde los primeros a&#241;os de su implantaci&#243;n en M&#233;xico. Si bien el desarrollo de programas de profesionalizaci&#243;n en la forma de diplomados, especializaciones y maestr&#237;as ha sido continuo, tambi&#233;n ha sido vulnerable a los cambios en las propias universidades de adscripci&#243;n, as&#237; como a los de las pol&#237;ticas ambientales gubernamentales. El presente art&#237;culo da cuenta de esta historia. Se conceptualiza el problema, se resume el perfil actual que se observa y se apuntan algunas salidas que se han ido construyendo para fortalecer este campo. En este sentido, destaca especialmente el hecho de que diversas maestr&#237;as y doctorados en ciencias o en educaci&#243;n aceptan propuestas de investigaci&#243;n en educaci&#243;n ambiental. Con ello, la esfera de profesionalizaci&#243;n se ha expandido m&#225;s all&#225; del circuito de los educadores ambientales, lo que ha favorecido el di&#225;logo y los intercambios creativos y productivos con otras &#225;reas de conocimiento y alrededor de diversas tem&#225;ticas, entre ellas lo intercultural, la conservaci&#243;n, las ciencias, el cambio clim&#225;tico, la literatura y la poes&#237;a, entre otras, que en su conjunto ofrecen una perspectiva sobre los procesos de profesionalizaci&#243;n de los educadores ambientales en M&#233;xico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A forma&#231;&#227;o de educadores ambientais foi estabelecida como um imperativo do campo desde os primeiros anos da sua aplica&#231;&#227;o no M&#233;xico. Embora o desenvolvimento de programas de forma&#231;&#227;o profissional sob a forma de diplomas, especializa&#231;&#245;es e mestrados tenha sido um cont&#237;nuo, tamb&#233;m tem sido vulner&#225;vel a mudan&#231;as nas universidades de filia&#231;&#227;o, bem como nas pol&#237;ticas ambientais governamentais. Este artigo relata esta hist&#243;ria. Para isso, o problema &#233; conceituado, o perfil atual observado &#233; resumido e algumas sa&#237;das, que foram constru&#237;das para fortalecer esse campo, s&#227;o descritas. Neste sentido, especialmente destaca-se o fato de v&#225;rios mestrados e doutorados em ci&#234;ncia ou educa&#231;&#227;o aceitarem propostas de pesquisas em educa&#231;&#227;o ambiental. Desta forma, a esfera da profissionaliza&#231;&#227;o se expandiu para al&#233;m do circuito dos educadores ambientais, o que favoreceu o di&#225;logo e o interc&#226;mbio criativo e produtivo com outras &#225;reas de conhecimento e em torno de diversas tem&#225;ticas, entre elas a intercultural, a conserva&#231;&#227;o, as ci&#234;ncias, as altera&#231;&#245;es clim&#225;ticas, a literatura e a poesia, entre outras, que juntas oferecem uma perspectiva sobre o processo de profissionaliza&#231;&#227;o dos educadores ambientais no M&#233;xico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The training of environmental educators was established as an imperative of the field since the early years of its implementation in Mexico. While the development of professional training programs in the form of diplomas, specialization and masters has been continuous, it has also been vulnerable to changes in the universities of affiliation, as well as in government environmental policies. This article reports on this story. For this purpose, the problem is conceptualized, the current profile is found and summarized and some routes that have been designed to strengthen this field are described. In this regard, it particularly highlights the fact that various masters and doctorates in science or education accept proposals to research for environmental education. In this way, the sphere of professionalization has expanded beyond the environmental educators' circuit, which has favored dialogue and creative and productive exchanges with other areas of education such as intercultural education, conservation, science, climate change, literature and poetry, among others, which together offer a perspective on the process of professionalization of environmental educators in Mexico.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación ambiental]]></kwd>
<kwd lng="es"><![CDATA[profesionalización]]></kwd>
<kwd lng="es"><![CDATA[desafíos de la formación.]]></kwd>
<kwd lng="pt"><![CDATA[educação ambiental]]></kwd>
<kwd lng="pt"><![CDATA[profissionalização]]></kwd>
<kwd lng="pt"><![CDATA[desafios da formação.]]></kwd>
<kwd lng="en"><![CDATA[environmental education]]></kwd>
<kwd lng="en"><![CDATA[professionalization]]></kwd>
<kwd lng="en"><![CDATA[training challenges.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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