Problems and alternatives to the anthropocentric paradigm:

biocentric communication and education

Abstract

The objective of this research is to identify and discuss perspectives and concepts related to the concept of biocentrism and its relation to the contexts of communication and education. In order to write this article, methodology based on literature review was used, thus defined as a bibliographic study where published information on a topic was both analyzed and discussed and which may include a critical examination of the state of knowledge reported in the specific literature (Fortich, 2013). The communicative principles that prevail in biocentric communication are the generation of affective communicative networks and the controversy in the debate that generates critical thinking. Pedagogical strategies in a biocentric perspective are based on human relationships centered on care for life, respect for nature, care for oneself and the world, and the co-construction of a world permeated by integrative values. These methodological strategies interact with dialogue with attentive listening, collaborative play, action-research and Biodanza within educational spaces