Teacher’s Approach on Climate Change …
619
In the context of environmental education, there are two challenges to recognition:
the challenge of human nature and its limits and the challenge of pedagogy (TozzoniReis 2001).
The challenge happens when the population needs to preserve the environment.
Society encourages community participation to promote environmental practices,
making environmental education actions dynamic as a knowledge tool. In addition,
environmental education should be systematically placed, in all levels of education,
guaranteeing the environmental dimensions in the curricula of different school disciplines (Alcântara et al. 2012).
There is a challenge in attracting students’ interest in “sustainable development”.
Still, it is difficult to carry out actions without impacting the environment. In this way,
it is necessary to seek individual and collective consciousness, and work sustainability
as public policy. Including education for sustainability in basic education curricula
and expanding to other levels of education needs financial support and theoretical/
practical commitment to the theme (Jacobi et al. 2011).
In order to implement the provisions of the National Environmental Policy created in 1981, the Brazilian government prepared the first version of the ProNEA
(National Environmental Education Program) in 1999, presenting pedagogical alternatives and educational actions that contribute to the consolidation of sustainable
societies (ProNEA 2005). This policy has not yet been implemented, even after nineteen years, and is under Public Consultation. This factor underscores the inefficiency
of the system that deals with environmental education in the country.
Currently, in Brazil the EE is ensured by the National Curricular Parameters
(PNC) and needs to be worked on all levels of lifelong learning (elementary, middle,
undergraduate and postgraduate) in a transversal way, making the contents involving
EE addressed by all disciplines (Brazil 1997).
1.2 Education for Sustainable Development—ESD
The practice of ESD generates a great opportunity for the appropriation and increase
of the curricula of the education’s formal models (Godotti 2008). Thus, the attributions of Universities, Teaching Institutions and Schools in addition to transmitting
knowledge, is to train people with principles and values, giving opportunities to society’s change. For Cardozo and Martins (2016), working with ESD is to make life
habits go beyond school.
Including a series of practices, pedagogical and cultural policies, ESD assists
global learning in the environmental field (Carvalho 2001). And despite its uncertainty, ESD is a positive outlook for the future (Godotti 2008).
Nonetheless, there is a standoff, in which refers to the initiatives that are focused
on modifying individual attitudes, values and lifestyles, without considering social
policy (Huckle and Wals 2015). This, needs to integrate fundamentals in all aspects
in education and teaching.
619
In the context of environmental education, there are two challenges to recognition:
the challenge of human nature and its limits and the challenge of pedagogy (TozzoniReis 2001).
The challenge happens when the population needs to preserve the environment.
Society encourages community participation to promote environmental practices,
making environmental education actions dynamic as a knowledge tool. In addition,
environmental education should be systematically placed, in all levels of education,
guaranteeing the environmental dimensions in the curricula of different school disciplines (Alcântara et al. 2012).
There is a challenge in attracting students’ interest in “sustainable development”.
Still, it is difficult to carry out actions without impacting the environment. In this way,
it is necessary to seek individual and collective consciousness, and work sustainability
as public policy. Including education for sustainability in basic education curricula
and expanding to other levels of education needs financial support and theoretical/
practical commitment to the theme (Jacobi et al. 2011).
In order to implement the provisions of the National Environmental Policy created in 1981, the Brazilian government prepared the first version of the ProNEA
(National Environmental Education Program) in 1999, presenting pedagogical alternatives and educational actions that contribute to the consolidation of sustainable
societies (ProNEA 2005). This policy has not yet been implemented, even after nineteen years, and is under Public Consultation. This factor underscores the inefficiency
of the system that deals with environmental education in the country.
Currently, in Brazil the EE is ensured by the National Curricular Parameters
(PNC) and needs to be worked on all levels of lifelong learning (elementary, middle,
undergraduate and postgraduate) in a transversal way, making the contents involving
EE addressed by all disciplines (Brazil 1997).
1.2 Education for Sustainable Development—ESD
The practice of ESD generates a great opportunity for the appropriation and increase
of the curricula of the education’s formal models (Godotti 2008). Thus, the attributions of Universities, Teaching Institutions and Schools in addition to transmitting
knowledge, is to train people with principles and values, giving opportunities to society’s change. For Cardozo and Martins (2016), working with ESD is to make life
habits go beyond school.
Including a series of practices, pedagogical and cultural policies, ESD assists
global learning in the environmental field (Carvalho 2001). And despite its uncertainty, ESD is a positive outlook for the future (Godotti 2008).
Nonetheless, there is a standoff, in which refers to the initiatives that are focused
on modifying individual attitudes, values and lifestyles, without considering social
policy (Huckle and Wals 2015). This, needs to integrate fundamentals in all aspects
in education and teaching.