The survey reveals how climate change is adversely affecting education in Brazil, leading to class cancellations and increased absenteeism. Authored by Sofia Lerche, it proposes educational reforms focusing on climate and environmental literacy, multi-disciplinary collaboration, and emotional support for students. The note emphasizes governmental coordination to address local climate issues, highlighting the significant impact of climate crises on teaching and learning processes.
A recent survey highlights the detrimental effects of climate change on education in Brazil, such as cancelled classes due to floods, extreme heat impairing learning, and increased school absenteeism from respiratory illnesses linked to wildfires. This technical note, authored by Sofia Lerche from the State University of Ceará, addresses these challenges while offering recommendations on how educational institutions can take proactive measures to mitigate these impacts.
Ms. Lerche notes that climate change is an external issue affecting schools, emphasizing that educational institutions, while unable to reverse climate change, can promote awareness and offer protection against extreme weather events. She emphasizes the need for a systemic approach in education to address climate issues effectively.
The initiative, supported by D3e, Todos Pela Educação, Instituto Terra Firme, and Banco Master, outlines the importance of updating curricula to enhance climate and environmental literacy. This includes extensive teacher training and the promotion of academic research that relates to environmental policies, climate change, and education, fostering a collaborative learning environment.
The pedagogical strategy suggested involves project-based learning, where teachers from different subjects collaborate to explore relevant climate themes collectively through the academic year. Additionally, the curriculum should address emotional well-being by providing support for students experiencing “climate anxiety.”
In cases where traditional teaching methods are impractical due to climate emergencies, Ms. Lerche encourages utilizing the innovative remote learning approaches developed during the Covid-19 pandemic, advocating for their reimplementation as necessary. She also proposes that schools may serve as community resources during extreme weather events, emphasizing their potential role in providing shelter.
Moreover, Ms. Lerche underscores the importance of governmental responsibility in facilitating these educational transformations across the nation, taking local climate-related challenges into account. The technical note incorporates data from notable international organizations such as UNESCO, the World Bank, and OECD.
While the impacts of climate change on school attendance have not been extensively quantified, Ms. Lerche insists that these events have significantly affected the educational processes in various contexts, recognizing the urgency of implementing effective solutions.
In summary, the survey elucidates the profound ramifications of climate change on education in Brazil, emphasizing the necessity for educational reform. By adopting a holistic approach to climate education and fostering collaboration among teachers, schools can not only mitigate immediate impacts but also cultivate resilience in students. The responsibility extends beyond individual institutions, necessitating a coordinated effort from public authorities to ensure that educational strategies are adaptable to regional climate challenges.
Original Source: valorinternational.globo.com
