Banca de QUALIFICAÇÃO: JAIR HERNANDO CASTRO ROMERO

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : JAIR HERNANDO CASTRO ROMERO
DATE: 30/05/2024
TIME: 11:00
LOCAL: Natal, UFRN- vídeoconferência
TITLE:

Educating about climate change and sustainability, possibilities for innovation in the territories of Seridó Potiguar - Brazil and Alta Guajira - Colombia.

KEY WORDS:

 climate adaptation; curriculum; semi-arid; education policy; Brazil; Colombia.

PAGES: 200
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:

 

ABSTRACT

Several regions in Latin America, such as northwest Brazil and northern Colombia have extremely vulnerable climates. Susceptible regions that are fragile from a socio-environmental and climatic perspective. Public policies and institutional planning that give priority to this issue in the current climate emergency scenario need to be evaluated. These measures should focus on behavioral and cultural shifts that improve the creation of knowledge about climate adaptation. As a prerequisite for raising people's transformational knowledge of current socio-environmental concerns, environmental and climate education perspectives do not appear to be included into teaching and learning processes at this time. The Seridó in Rio Grande do Norte, Brazil and upper Guajira in Colombia are study regions of this thesis. It is clear that these regions have development constraints, which undermine the argument for environmental education as a strategic tool for community, collective, and individual training. This thesis aims to reflect on how the panorama of climate change and sustainability is constructed in schools, including the limitations of the curriculum, the educational regulations in the school community (students, teachers and school administrators) and the perspective of the teachers. Thus, school needs to propose horizontal and participatory mechanisms that guide effective adaptive education in the face of the impacts of extreme climate events in the Brazilian and Colombian semi-arid. The educational agenda must be anchored in the social debates and contemporary crises of global societies, but also in their regional and local specificities. Therefore, institutions in general need to incorporate climate change at different levels of the curriculum and in the public policy formation cycle. The State and the school must propose transversal and interdisciplinary policies that inhibit the consequences of climate change, and in the same way, social inequalities and environmental problems in the region. Hoping that the elements contained in the curriculum are essential in the formation of environmental citizenship. It is also necessary to train and update teachers in the concepts, topics, actions and tools necessary to confront climate change both from educational communities and for institutional adaptive management.

 

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