Álvarez Castañón, L. C., Sarmiento Ramírez, H. J., y De
la Rosa Leal, M. E.
87
Vol. 9, núm. 25 / enero – abril del 2024 DOI: https://doi.org/10.36791/tcg.v9i25.247
Pp. 77-89
Bentz, J., y O ’Brien, K. (2019). Art for change: Transformative learning and youth empowerment in a changing climate. Elementa: Science of the Anthropocene , 7 , 52. https://doi.org/10.1525/elementa.390
Boyd, D., Pathak, M., van Diemen, R., y Skea, J. (2022). Mitigation co-benefits of climate change adaptation: A case-study analysis of eight cities. Sustainable Cities and Society , 77 , 103563. https://doi.org/10.1016/j.scs.2021.103563
Burbidge, R. (2018). Adapting aviation to a changing climate: Key priorities for action. Journal of Air Transport Management , 71 , 167-174. https://doi.org/10.1016/j.jairtraman.2018.04.004
Cano, V., y Arias, J. D. (2022). La sostenibilidad y la sustentabilidad en la Administración y las Organizaciones: una revisión de literatura. Teuken Bidikay, 13 (20). 33-53.
https://doi.org/10.33571/teuken.v13n20a2
CEPAL. (2019). Panorama Social de América Latina. (LC/PUB.2019/22-P/Re v.1), Naciones Unidas:
Santiago.
https://www.cepal.org/es/publicaciones/44969-
panorama-social-america-latina-2019
CEPAL. (2022). Panorama Social de América Latina y el Caribe 2022: la transformación de la educación como base para el desarrollo sostenible. (LC/PUB.2022/15-P), Naciones Unidas: Santiago.
https://repositorio.cepal.org/bitstream/handle/11362/48
518/1/S2200947_es.pdf
Clifford, G. (2003). The interpretation of the cultures. 12th Ed. GEDISA Editorial.
Constanza, R. (2020). Ecological economics in 2049: Getting beyond the argument culture to the world we all want. Ecological Economics , 168 , 106484. https://doi.org/10.1016/j.ecolecon.2019.106484
Dussel, E. (1977). Introducción a una filosofía de la liberación latinoamericana. Ed. Extemporáneos.
Fang, C., y Zhang, J. (2018). Performance of green supply chain management: A systematic review and meta-analysis. Journal of Cleaner Production , 183 , 1064-1081.
https://doi.org/10.1016/j.jclepro.2018.02.171
Field, E. (2017). Climate Change: Imagining, Negotiating, and Co-Creating Future(S) with Children and Youth. Curric Perspect , 37 , 83 –89. https://doi.org/10.1007/s41297-017-0013-y
Filho, W. L., Abubakar, I., Mifsud, M., Pires Eustachio, J. H., Ferreira Albrecht, C., Pimenta Dinis, M. A., Borsari, B., Sharifi, A., Levesque, V., Cabral Ribeiro, P. C., LeVasseur, T., Pace, P., Viera Trevisan, L., y Dibbern, T. (2023). Governance in the implementation of the UN sustainable development goals in higher education: global trends. Environment, Development and Sustainability . https://doi.org/10.1007/s10668-023-
03278-x
Fritsche, I., y Masson, T. (2021). Collective climate action: When do people turn into collective environmental agents? Current Opinion in Psychology , 42 , 114-119.
https://doi.org/10.1016/j.copsyc.2021.05.001
Herrera, G. (2020). Pedagógica de la liberación: una puesta em práctica. Revista Ideação , 1 (42). https://doi.org/10.13102/ideac.v1i42.5965
IPCC. (2014). Climate Change 2014: Synthesis Report. Contribution of Working Groups I, II and III to the Fifth Assessment Report of the Intergovernmental Panel on Climate Change . Ginebra, Suiza, p. 151.