CONOCIMIENTOS Y VALORES AMBIENTALES QUE CARACTERIZAN LA PRáCTICA EDUCATIVA DE LOS DOCENTES DE LA ESCUELA TéCNICA POLICIAL (PM) COMISARIO

In the Police Technical School (PM) Commissioner "Eduardo Meza Istúriz" located in the parish Macarao of Caracas, large participation by the teachers was not appreciated in the development and inclusion of environmental issues and values in their educational practice. Therefore, this research was directed towards the study of environmental knowledge and values that characterized the performance of the teaching community of this institution, defined by the significance given to their educational experiences as members of the institution, which was expressed by oral arguments, corroborated by their participation in events. The study was based on the phenomenological paradigm and involved 07 teachers. The information was obtained through unstructured interviews and observations recorded in a notebook. The information processing was done following the guidelines of Martinez (2009) that includes these steps: observation, interviews and protocol description, structuring, and definition of thematic focus, discussion of results and conclusions, for phenomenological studies. The most relevant findings of the study characterized the group as teachers with a high degree of affection favorable to the environment and values in general; they are aware of their importance to the quality of life in the institution; they also have an anthropocentric view of environment and few of them include environmental issues in their classes. It was concluded that they wish to participate in environmental training and to master teaching strategies En la Escuela Técnica Policial (PM) Comisario %u201CEduardo Meza Istúriz%u201D ubicada en la Parroquia Macarao de Caracas, no se apreciaba gran participación por parte de los docentes en el desarrollo e inclusión de valores y temas ambientales en su praxis docente. Por ello, esta investigación se orientó hacia el estudio de los conocimientos y los valores ambientales que caracterizaban el desempe o de la comunidad docente de dicha institución, definida por el significado que le otorgaban a sus experiencias educativas como miembros de la institución, el cual fue manifestado mediante exposiciones orales, corroboradas en sus participaciones en eventos. El estudio se sustentó en el paradigma fenomenológico y en él participaron siete profesores. La información se obtuvo mediante entrevistas no estructuradas y observaciones registradas en un cuaderno de notas. El procesamiento de la información se realizó siguiendo las orientaciones de Martínez (2009), que contempla las etapas de: observación, entrevista y descripción protocolar, estructuración