Knowledge about Earthquakes and Climate Change as a Pedagogical Proposal: Case Study in a Public School in Fortaleza/CE

Abstract

The results of the application of a pedagogical proposal, based on the guiding principles of liberating pedagogy, are presented, through the offer of a semester course (“Yes, in Ceará there is this!”) with content on earthquakes and climate change for students from a full-time public school located in an area of social vulnerability (HDI 0.395) in Fortaleza, Ceará. The results showed that the adoption of this pedagogical practice provides, in addition to the dissemination of theoretical and scientific knowledge, awareness to develop future actions aimed at mitigating the risks and effects of natural disasters triggered by possible changes in the climate and by the occurrence of earthquakes in the communities. Thus, the cooperative teaching-learning process provided the appropriation of knowledge about earthquakes and climate change, being able to provoke among the participating students actions and ideas aimed at sensitizing the community about the effects of anthropogenic climate changes, enabling the training people aware of their role in the community in which they live.

Keywords Teaching climatology; earthquakes; climate change