Abstract:

From philosophy, specifically from Research for Peace studies, as well as from different social groups such as the feminist movement, the ethics of care is proposed as a new moral approach and as a possible way to achieve the eradication of all types of violence, including two of those that today occupy most of the Sustainable Development Goals: gender violence and the destruction of our planet. For this reason, it is essential to incorporate this ethic's practice into the educational system, from the earliest stages, to achieve a citizenry that is aware and committed to its social and environmental environment, a caring citizenry.

The ethics of care was developed from the research carried out by Carol Gilligan in 1982. Nowadays, different philosophers and philosophers have focused their research on the development and implementation of this ethic. While the current ethical model promotes obedience to universal moral standards: objectivity, rationality, and autonomy; the care ethic defends the importance of relationships, emotions, and empathy, which puts people and community, this affects the transformation of society, politics, laws, as well as family and personal relationships.

The main objective of this research is the design of educational practice to implement the ethics of care in the Primary Education stage. The educational activity designed seeks to make care visible, make it the responsibility of every person, man or woman, as an essential activity, in addition to promoting certain values that favor the peaceful resolution of conflicts and non-violence. Through the work methodology presented in this research, work on social and civic competencies and basic competencies in natural sciences are combined. Therefore, it is intended to provide teachers with a pedagogical tool for direct application in the classroom during an academic year to be carried out in the subject of Knowledge of the Environment.

It is a multidisciplinary proposal that uses as a key activity caring for plants and nature, showing students the knowledge of reproduction by cuttings in the plant world to later put them into practice. Thus, a link is established between the student body and the responsibility for caring for the environment, while working on the biology content included in the Primary Education curriculum. The results show how it is possible to adopt this type of teaching practice in educational centers, promoting autonomy and peer learning. Timing is also presented according to the learning standards and skills worked, and an evaluation rubric that serves as a model for its implementation in the classrooms.

Keywords:

Ethics of care, Knowledge of the Environment, Primary Education, values, curricular competencies.