Environmental commitment is the responsibility of every university since it plays an essential role in the training process of professionals. In addition, it becomes a democratic activity for decision-making, which implies a collegiate work of the institutional actors to think about possible ways or scenarios for reflection on how to improve our relationship with the “self” and the “other”. These aspects are essential to transform the thinking and orientation of the university towards sustainability since it is neuralgic to reassess the why and where the guidelines come from, which in many cases are assumed without further questioning within the institutions.
To approach environmental fields and Environmental Education in universities, it is necessary to consider epistemological, academic, political, ontological and ideological elements. Its analysis enabled the author to identify opportunities, threats and obstacles in developing a curricular greening proposal based on an interdisciplinary process.
In summary, the environmental commitment of a university is a historical and democratised position of a shared educational model, which requires configuration and construction processes in the short, medium and long term. The experience developed at Universidad Pedagógica y Tecnológica de Colombia (UPTC) is framed within the possibility of organizing and putting into action the foundation of a proposal for university curricular greening, which hopes to influence interdisciplinary, dialogical, didactic-pedagogical training with negotiation capacity and delimitation of criteria for its implementation.
