A recent survey indicates that the climate crisis severely affects education in Brazil, leading to class cancellations and increased absenteeism. Sofia Lerche’s technical note emphasizes the need for curricular reforms focusing on climate education and multidisciplinary approaches. It advocates for emotional support in schools and public authorities’ involvement in addressing the unique regional challenges posed by climate change.
A survey highlights the detrimental effects of climate change on education in Brazil, with instances of canceled classes due to floods, extreme heat disrupting studies, and increased school absenteeism caused by respiratory issues linked to wildfires. These challenges are detailed in a technical note by Sofia Lerche, an eminent professor at the State University of Ceará, titled “The Impact of Climate Change on Education: Initiating a Debate.” This work not only identifies the pressing challenges posed by the climate crisis on education but also offers solutions for schools to take proactive measures against these issues that hinder educational access and retention.
Ms. Lerche notes that climate change presents an external challenge to educational institutions, stating, “The climate issue is external to the school, so it is a variable that impacts the unit. It comes from outside in.” She emphasizes that while schools cannot solely reverse climate change, they can serve as key locations for climate awareness and offer protection from severe weather.
The technical note emerges from a collaborative effort by D3e (Data for a Democratic Debate in Education), Todos Pela Educação, Instituto Terra Firme, and Banco Master. It calls for significant curricular reform prioritizing climate and environmental literacy, including enhanced teacher training and encouraging academic exploration into environmental policies and climate change.
Additionally, Ms. Lerche advocates for a multidisciplinary educational approach, suggesting that a unified focus on environmental conservation and sustainable development is necessary across different subjects in basic education. She argues that the complexity of the climate crisis necessitates collaboration rather than isolated teaching of topics.
Adopting a project-based pedagogical framework is essential, according to Lerche. This method stresses the collaboration between teachers of various subjects to explore climate-related themes throughout the academic year, rather than relying on individual subject teaching to address climate issues comprehensively.
She further highlights the importance of curricular components targeting the emotional wellbeing of children experiencing “climate anxiety,” ensuring that students develop “climate resilience” to effectively manage their concerns about environmental crises.
In the event of climate emergencies where traditional teaching methods are unviable, Ms. Lerche recommends utilizing innovative strategies applied during the Covid-19 pandemic. She suggests that the creative solutions developed during this challenging time should not only be remembered but also implemented thoughtfully when required.
Another critical aspect of the report emphasizes community engagement within schools toward environmental initiatives, both inside and outside educational facilities. Ms. Lerche proposes that school buildings can serve as shelters in emergencies, considering their potential as easily vacated structures.
The study also addresses the significant responsibility of public authorities in facilitating educational transformation that is responsive to regional climate challenges, such as droughts in the northeastern semiarid regions and flooding in areas like Rio Grande do Sul.
Prepared using insights from recent studies by prominent international organizations, including the United Nations Educational, Scientific and Cultural Organization (UNESCO), the World Bank, and the Organization for Economic Co-operation and Development (OECD), the technical note underscores the urgency of assessing how climate crises impact school attendance. As Ms. Lerche notes, “The impact of the climate crisis on school attendance is not measured… But, undoubtedly, there is a significant effect on the teaching and learning process in various contexts.”
The technical note by Sofia Lerche outlines the significant challenges climate change poses to education in Brazil and the necessity for systemic reforms. Key recommendations include multidisciplinary teaching approaches, curricular changes to enhance environmental literacy, and increased community engagement with climate issues. Additionally, Lerche highlights the urgency of addressing emotional well-being in students suffering from climate anxiety while advocating for collaboration between various educational stakeholders and public authorities to effectively tackle these challenges.
Original Source: valorinternational.globo.com
