METODOLOGÍA PARA LA GESTIÓN DE CUENCAS HIDROGRÁFICAS SIGUIENDO EL ENFOQUE DEL RIESGO INTEGRAL

Se presenta metodología general del enfoque de riesgo a través de la tecnología de los Sistemas de Información Geográfcos, la evolución de los conceptos del enfoque integral de riesgo como apoyo a la Gestión de las Cuencas Hidrográfcas y su evolución. Mediante ejemplos de proyectos realizados con base en una metodología integradora en la variable de riesgo, que es útil, para realizar un ordenamiento integral de los recursos ambientales (biofísicos, socioeconómico-culturales) a nivel de la Cuenca Hidrográfca.El grado de riesgo se determina, partiendo de que el riesgo se entiende como una evaluación cognoscitiva de las pérdidas que pueden ocurrirle a un elemento expuesto, de acuerdo con sus características, su situación y un contexto particular de tiempo y de espacio, el análisis, cuantifca espacialmente el grado de riesgo, utilizando la tecnología SIG.El modelo general de ordenamiento territorial con énfasis en prevención en el que se considere el riesgo como una función de la amenaza y de la vulnerabilidad, esto es, r = f(A,V) Finalmente, se  introduce  la evolución de  los conceptos con el aporte de  los escenarios de amenazas y el manejo de la vulnerabilidad socioeconómica que permite aplicar el enfoque de riesgo integral, por medio de la tecnología SIG.Palabras claves: Amenaza, vulnerabilidad, riesgo, manejo integrado de recursos naturales,ordenamiento territorial, Sistemas de Información Geográfcos.Abstract General methodology of focusing on risk is presented through the technology of the Geographic Information System (GIS), the evolution of the concepts of the integral focus of risk as a support to the management of Hydrographic Watershed and its evolution.Through  examples of  completed projects,  an  integrative methodology  is made of  the  risk variable that is useful to achieving an integral ordering of the environmental resources (biophysics, socioeconomic-cultural) at the Hydrographic Watershed level.The risk degree is determined, starting form the premise that the risk can be understood as a cognitive evaluation from the losses that can happen to an exposed element, according to their characteristics, situation and a particular context of time and space, the quantifed analysis, especially of the degree of risk, using GIS technology.The general model of territorial ordering, with emphasis on prevention and what is considered the risk as a function of the hazard and the vulnerability, that is: r = f(A, V).Finally, evolution of the concepts is introduced, with the contribution of the hazard scenarios and management of the socioeconomic vulnerability that allows application of the risk focus, by GIS technology.Key words: hazards, vulnerability, risk, integrated management of natural resources, territorial ordering, GIS, Geographic Information Systems.

Feasibility in Using Technological Resources for Implementing the Environmental Culture Cross-Cutting Factor for Sustainable Development in the Costa Rican Basic General Education

The purpose of this research was to analyze whether the use of technological resources may be feasible in the implementation of the environmental culture cross-cutting factor for sustainable development, which focuses on environmental issues related to the contents of the Science study program for the seventh year of the basic general education. The research design is qualitative with a dominant approach and uses some quantitative elements specifically in the design of instruments and some data analysis techniques. The type of study was developed with a multi-method approach; a trend that has been shaping a research style which integrates various methods in a single design. For this, we identified the didactic strategies and their relationship to both, technology and the environmental axis for sustainable development, used by six Science teachers of the 7th grade, in public institutions of the province of Heredia, Central Valley, Costa Rica, as well as the opinion of 20 students from that same grade. The main results include the opinions of the students, who showed a considerable interest in classes where technological resources are used. However, teachers do not show great interest or positive opinions on this matter; in addition, they are not well trained on the use of technological resources. It was also identified that the teaching personal who participated in the study do not develop this curricular axis.