Banca de DEFESA: JAIR HERNANDO CASTRO ROMERO

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : JAIR HERNANDO CASTRO ROMERO
DATE: 16/12/2024
TIME: 15:00
LOCAL: Defesa Híbrida: Sala B15/Link da videochamada: https://meet.google.com/jfh-ggon-kuj
TITLE:

EDUCATING FOR CLIMATE CHANGE AND SUSTAINABILITY: INNOVATION
POSSIBILITIES IN THE TERRITORIES OF SERIDO POTIGUAR, BRAZIL, AND
ALTA GUAJIRA, COLOMBIA.

KEY WORDS:

Environmental Education; School; Climate Adaptation; Public Policy; Teachers; School
Curriculum.

PAGES: 365
BIG AREA: Ciências Sociais Aplicadas
AREA: Planejamento Urbano e Regional
SUBÁREA: Serviços Urbanos e Regionais
SPECIALTY: Aspectos Físico-Ambientais do Planejamento Urbano e Regional
SUMMARY:

Latin America has regions that are both sensitive and vulnerable to climate change, especially in terms of
socio-environmental concerns, like northeastern Brazil and northern Colombia. The current climate
emergency demands that public policies and institutional planning prioritize this issue and focus on
behavioral and cultural changes that promote climate adaptation knowledge. Environmental and climate
education is still not fully integrated into teaching and learning processes as essential conditions for
increasing individuals' transformative awareness regarding contemporary socio-environmental issues. This thesis presents a theoretical framework to climate change and sustainability, a bibliographic production on
school sustainability actions, and a regulatory framework in the environmental and educational contexts
related to the central themes of this research. Thus, thesis aims to understand how school educational
policies and practices related to climate change and sustainability are formulated in the territories of
Serido Potiguar, in RN/Brazil, and Alta Guajira in Colombia. Subsequently, field activities were
conducted to conduct interviews 45 teachers from 12 educational institutions establishments in Brazil and
Colombia. The semi-structured interviews aimed to gather data on the formative, pedagogical, conceptual,
and institutional dimensions that impact teachers. Afterwards, the history and incorporation of climate
change and sustainability into national curriculum guidelines were analyzed, culminating in a proposed
curriculum that incorporates the perspective of 13 international agreements and responses from the
interviewed teachers. Therefore, the need to integrate vulnerability and risk analysis into school contexts
is highlighted, with the aim of proposing horizontal and participatory mechanisms that guide adaptive and
effective education in response to the impacts of extreme climate events. Furthermore, the institutional
agenda should be anchored in sustainability-oriented discussions and actions to foster local environmental
awareness within the school environment. The State and educational institutions must devise
comprehensive and multidisciplinary policies that not only mitigate the effects of climate change but also
address social inequalities and environmental concerns in the region. The interviews conducted identified
gaps in teachers environmental training, diverse approaches to developing this topic in institutions, and
challenges in collaboration with other teachers, disciplines, or entities within the environmental
ecosystem. Furthermore, it was noted that school curricula have only superficially addressed climate
change and sustainability. Thus, the proposed curriculum integrates six thematic units and a practical
workshop, aiming to prepare a new generation of students to build citizenship focused on addressing
climate change and promoting sustainability. Therefore, it is essential that institutions incorporate climate
issues into their curriculum and public policy formulation processes.

COMMITTEE MEMBERS:
Presidente - 2374871 - ZORAIDE SOUZA PESSOA
Interna - 3180158 - WINIFRED KNOX
Externa à Instituição - ALBA LEONILDE SUAREZ ARIAS
Externo à Instituição - RAMIRO GUSTAVO VALERA CAMACHO - UERN
Externa à Instituição - ROCIO PEREZ
Externo à Instituição - SYLMARA LOPES FRANCELINO GONÇALVES DIAS - USP