Vínculos afectivos de la niñez en territorios en crisis socioecológica: juego, intercambio intergeneracional y cambio climático

Abstract

The climate crisis presents a series of challenges for educational institutions. Grounding learning processes in the territories inhabited by children is a necessary first step. This case study explores the affective bonds of childhood in a rural Chilean community affected by a socio-environmental crisis. Through participatory methodologies -such as social and affective cartographies and the use of drones- three categories were identified: bonding through play, transgenerational connection, and conceptions of climate change. The results show that (a) children’s play practices are an active form of socio-ecological learning; (b) grandparents play a fundamental role in creating affective bonds and a sense of belonging to the territory; and (c) children’s conceptions of climate change move away from adult-centric and school-based logics, adopting a relational perspective that integrates environmental and social dimensions, revealing multispecies affective relationships. The conclusions indicate that children understand climate change from a holistic perspective that connects environmental and social phenomena, posing challenges for non-adult-centric environmental education.