618
V. T. da Rocha et al.
Keywords Education for sustainable development · Environmental education ·
Climate change education · Teachers
1 Introduction
Climate change is real and is occurring at this moment, in different territories and
levels of intensity (Giddens 2009; McNeal et al. 2014; IPCC 2014). Understanding
the context of Climate Change Education (CCE) requires an earlier understanding
of approaches such as: Education for Sustainable Development (ESD) and Environmental Education (EE).
According to Gough (2006), strategies for teaching, research and extension,
focusing on sustainability have generally been recorded since the 1960s. However,
approaches specifically addressed to ESD, EE and CCE are resentful and in many
territories are undergoing by “difficult processes” of insertion in the curricula at all
levels of education (Gough 2006; Læssøe et al. 2009; UNESCO 2009; Dima and
Meghisan-Toma 2018).
Overall, the three education classifications (ESD, EE and CCE) present “simple”
ideas, which can contribute to global sustainability. However, the insertion of these
strategies implies in “complex actions” for many societies, since it involves: behavior
change, sense of belonging, social equality, environmental responsibility, conscious
consumption and other necessary answers for the environmental and social sustainability (UNESCO 2005; Jacobi 2005; Læssøe et al. 2009; UNESCO 2009; Bortolon
and Mendes 2014).
1.1 The Environmental Education—EE
According to Gadotti (2008), it would be appropriate to approach and include in the
learning curricula, environmental themes that are part of daily life, emphasizing their
continuity with the dissemination and engagement of society.
With the intention of overcoming the environmental crisis, scientific and specialized knowledge is necessary, including professional qualification and teaching action
(Guimarães and Inforsato 2012).
Environmental education assists in the capacity for global learning from the environmental point of view. Including a series of pedagogical and cultural practices and
policies in both public and private power, associations and civil society (Carvalho
2001). When the subject is environmental education, the population also needs to
assume the central role of the process, participating in the environmental problems
and in the search for solutions, so over time the citizen becomes a transforming agent,
leading to behavioral changes in society (Gadotti 2008).
V. T. da Rocha et al.
Keywords Education for sustainable development · Environmental education ·
Climate change education · Teachers
1 Introduction
Climate change is real and is occurring at this moment, in different territories and
levels of intensity (Giddens 2009; McNeal et al. 2014; IPCC 2014). Understanding
the context of Climate Change Education (CCE) requires an earlier understanding
of approaches such as: Education for Sustainable Development (ESD) and Environmental Education (EE).
According to Gough (2006), strategies for teaching, research and extension,
focusing on sustainability have generally been recorded since the 1960s. However,
approaches specifically addressed to ESD, EE and CCE are resentful and in many
territories are undergoing by “difficult processes” of insertion in the curricula at all
levels of education (Gough 2006; Læssøe et al. 2009; UNESCO 2009; Dima and
Meghisan-Toma 2018).
Overall, the three education classifications (ESD, EE and CCE) present “simple”
ideas, which can contribute to global sustainability. However, the insertion of these
strategies implies in “complex actions” for many societies, since it involves: behavior
change, sense of belonging, social equality, environmental responsibility, conscious
consumption and other necessary answers for the environmental and social sustainability (UNESCO 2005; Jacobi 2005; Læssøe et al. 2009; UNESCO 2009; Bortolon
and Mendes 2014).
1.1 The Environmental Education—EE
According to Gadotti (2008), it would be appropriate to approach and include in the
learning curricula, environmental themes that are part of daily life, emphasizing their
continuity with the dissemination and engagement of society.
With the intention of overcoming the environmental crisis, scientific and specialized knowledge is necessary, including professional qualification and teaching action
(Guimarães and Inforsato 2012).
Environmental education assists in the capacity for global learning from the environmental point of view. Including a series of pedagogical and cultural practices and
policies in both public and private power, associations and civil society (Carvalho
2001). When the subject is environmental education, the population also needs to
assume the central role of the process, participating in the environmental problems
and in the search for solutions, so over time the citizen becomes a transforming agent,
leading to behavioral changes in society (Gadotti 2008).