Estrategias Pedagógicas para la Gestión Integral de Residuos Sólidos y el Fortalecimiento de la Cultura Ambiental en Estudiantes de Sexto Grado de la Institución Educativa Pumbí Las Lajas, Pumbí del Municipio Roberto Payán, Nariño

The poor management of solid waste is partly the contributor to environmental pollution, worsening the scourge of deterioration of water sources and loss of natural diversity worldwide. In this sense, educational institutions, specifically those of the Department of Nariño, the scientific community makes efforts to mitigate the negative environmental impact generated by solid waste pollution. In this scenario, this research aimed to design playful-pedagogical strategies to promote solid waste management in 6th grade students of the Pumbí Las Lajas Educational Institution, in the Roberto Payán Municipality, Nariño. The methodology chosen for this work has a quantitative, descriptive approach; an instrument was applied to 21 children to assess their knowledge and assessments regarding solid waste pollution. Although the students recognize that the institution has an environmental pollution problem, and relate it to solid waste, they are not aware of the damage that this causes to the environment. In this sense, this research sought the design and implementation of a solid waste management plan based on playful-pedagogical strategies in sixth grade students of the Pumbí Las Lajas Educational Institution, Roberto Payán Municipality, Nariño; so that, from its establishment, study and learning, they would become promoters and generators of the message for an appropriate reduction of environmental pollution in the school environment, in the surrounding population and the environment in general. The playful-pedagogical strategies were tools that were articulated with the learning processes. Thus, from them, it was intended that children would acquire their knowledge, from applied creativity in pursuit of a better environment and the proper disposal of solid waste, in accordance with the reduction of environmental pollution produced and which is the problem that occurs in the school environment. It is concluded that the pedagogical strategy did contribute to the awareness of students and to action in accordance with sustainable environmental training. These results are supported by the record of observations.