Caquetá Department, in the Colombian Amazon, has a historical context of deforestation, education of poor quality, land tenure conflicts, and social violence. Thus, there is an urgent need to restore not only the ecosystem, but also the social fabric and the society–nature relationship. This article describes the process, impacts, obstacles, and lessons learned from a program of ecological restoration‐based education for local communities. During 2017, a group of 15 local people were selected and trained in ecological restoration to become, as we called them, “local scientists” (LS). After this educative process, these LS, together with researchers from social sciences and biology, developed an ecological restoration education program aimed to local peasants. The bioregional current of environmental education and significant learning theory were the educative theoretical frameworks used. The pedagogical contents were grouped into five main themes: (1) soils, (2) farm planning, (3) river basins, (4) monitoring, and (5) social organization. During 2018, between 8 and 70 peasants per community participated in the program. The last phase, carried out in 2019, consisted of the propagation of native forest species and outplantings by the program participants, to restore the landscape connectivity in a region considered to be high priority. Peasants built 71 nursery gardens on their farms with their own labor. They produced 400,000 seedlings of 21 native forest species, which were further planted on 277 farms over 550 ha. The implications of the pedagogical process of the program, the advances in restoration of degraded forests, and changes in society–nature relationships are discussed.

中文翻译：

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哥伦比亚亚马逊河基于生态恢复的教育：迈向新的社会自然关系

哥伦比亚亚马逊地区的Caquetá部门具有毁林，劣质教育，土地使用权冲突和社会暴力的历史背景。因此，迫切需要不仅恢复生态系统，而且恢复社会结构以及社会与自然的关系。本文介绍了从针对当地社区的基于生态恢复的教育计划中获得的过程，影响，障碍和经验教训。在2017年，我们选出了15名当地人，并接受了生态恢复培训，我们称之为“当地科学家”（LS）。经过这一教育过程，这些LS与社会科学和生物学研究人员一起制定了针对当地农民的生态恢复教育计划。环境教育的生物区域潮流和重要的学习理论是所使用的教育理论框架。教学内容分为五个主要主题：（1）土壤，（2）农业规划，（3）流域，（4）监测和（5）社会组织。在2018年期间，每个社区有8至70名农民参加了该计划。最后阶段于2019年进行，包括计划参与者的原生林物种繁殖和外植，以恢复被认为是高度优先区域的景观连通性。农民们用自己的劳动在农场上建立了71个苗圃。他们生产了40万种21种本地森林树种的幼苗，并在550公顷以上的277个农场中进一步种植。该计划的教学过程的含义，