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La Educación
Número: (115) II
Año: 1993

Results of a study conducted in rural Honduras raise questions about the appropriateness of transferring U.S. environmental education materials to schools in the rural areas of Central America. Beyond the language and biophysical differences between countries, the content and focus of environmental teaching materials are based on many assumptions about the educational backgrounds of the teachers who will use the materials, as well as their students, classrooms, class composition, and enrollment patterns. When these assumptions are examined and compared to the current situation in rural Central American schools, wide differences can be found. This study helps underscore the difficulty of transferring educational models from one country to another without substantial modification or adaptation. The practice of simply translating materials for use in all countries may not contribute to the growth of environmental education in developing countries, especially in rural schools. A better approach would be to support in-country development of materials and programs.