Banca de QUALIFICAÇÃO: JAIR HERNANDO CASTRO ROMERO

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : JAIR HERNANDO CASTRO ROMERO
DATE: 21/09/2022
TIME: 14:00
LOCAL: IPP - vídeo conferência
TITLE:

Educating for climate change and sustainability, Innovation opportunities in the territories of the Piancó-Piranha-Açu river basin, Brazil and the High Guajira in Colombia

KEY WORDS:

climate adaptation; curriculum; semi-arid; education policy

PAGES: 74
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:

Several regions in Latin America, including the northeast of Brazil and the north of Colombia,
have high climatic vulnerability. Regions vulnerable to climate change effects, primarily because
their territory is semi-arid, characterized by long and secular drought processes that harm these
regions from a socio-environmental and climatic viewpoint. Public policies and institutional
plans that strategically position this challenge must be evaluated in the current climate
emergency. To induce behavioral and cultural changes that improve knowledge construction for
climate adaption. Although it appears that the teaching and learning processes do not yet include
the perspective of environmental and climate education as a requirement for expanding the
subjects' changing consciousness in the face of modern socio-environmental concerns. Thus,
when considering the territory of the Piancó-Piranha-Açu river basin in Rio Grande do Norte and
the upper Guajira river basin in Colombia, the limits of development are self-evident due to
social, economic, environmental, political, and cultural issues that undervalue environmental
education as a strategy for individual, collective, and community training. Therefore, the goal is
to reflect on how climate change is seen at school, including the curriculum's restrictions and
educational norms in the school community (students, teachers, family and school
administrators). Similarly, society must create horizontal and participatory systems that steer us
toward successful adaptive schooling in the face of the repercussions of extreme weather events
in Brazil and Colombia's semi-arid area. Consequently, society must create horizontal and
participatory systems that lead us toward successful adaptive schooling in the face of the
repercussions of extreme weather events in Brazil and Colombia's semi-arid area. The
educational program must be based in global societies' social debates and present challenges, as
well as their regional and local specificities. As a result, institutions must include climate change
at all stages of curriculum implementation and the policy development cycle. We hope that the
curricular aspects will be important in the social evolution of the climate change discussion and
in the formation of environmental citizenship. This integration must be related to the region's
context and incorporated into the school curriculum. It is also important to train and update
teachers and state authorities on the knowledge, themes, actions, and instruments required to deal
with climate change, both within educational communities and within institutional adaptive
management. The government must offer cross-cutting and multidisciplinary strategies to
mitigate the effects of climate change and, as a result, the region's socioeconomic and ecological
challenges.

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