620
V. T. da Rocha et al.
According to Hesselink (2000), ESD represents an education strategy that has its
strands of EE’s sectioned studies. Thus, ESD can be considered as a fragment of
studies involving EE.
ESD aims to stimulate and develop in people (children, adolescents, adults and/or
the elderly) perceptions and capacities directed at human sensitization on the importance of natural resources, fair economies and social integration, respecting the environment, the economy and the society. Sustainable development is still a field to be
explored, a topic that is branched and deserves attention in all its aspects—environmental, economic and social.
1.3 Climate Change Education—CCE
According to Leal Filho et al. (2018), research is fundamental in all dimensions
when it comes to climate change. And, the authors emphasize that transdisciplinarity
becomes crucial to address this issue. In addition, the use of funding for innovation
research leads to effective education.
The nature of climate change education is complex and teachers are forced to
simplify it. According to Oversby (2015), methodologies are necessary to ensure
that information remains clear to students, thus creating new charges for teachers.
CCE should receive more attention and bring more sensitivity to society and educational institutions, since every day environmental problems are gaining strength.
There is some concern on teachers’ behalf to incorporate lessons that integrate personal and social connections to introduce practical actions, in which individuals can
have a positive impact on their communities (Drewes et al. 2018).
The CCE is interdisciplinary, which requires negotiation among teachers based on
discipline, schedule, and curricular commitments, limiting some teaching opportunities (Oversby 2015). The author affirms that there is a certain difficulty on the part
of teachers who are unprepared for the integration, action and knowledge of content
on CCE. For some students, the science of this subject is seen as controversial and
makes it very different from other areas of science.
2 Education as a Way to Sustainability
Since 1972, during the Conference on the Human Environment in Stockholm, the UN
underlined the importance of developing a more sustainable culture. Five years later,
in 1977, during the Tbilisi Intergovernmental Conference in Georgia, global discussions focused on the theme of Environmental Education. And only after 15 years, in
1992 in Rio de Janeiro, the International Conference on Environment and Development, emphasized in its Chap. 36 (of Agenda 21), that EE should highlights sustainable development (Ramos 2001; UNESCO 1997; Rio+20 1992; Agenda 21 2004).
V. T. da Rocha et al.
According to Hesselink (2000), ESD represents an education strategy that has its
strands of EE’s sectioned studies. Thus, ESD can be considered as a fragment of
studies involving EE.
ESD aims to stimulate and develop in people (children, adolescents, adults and/or
the elderly) perceptions and capacities directed at human sensitization on the importance of natural resources, fair economies and social integration, respecting the environment, the economy and the society. Sustainable development is still a field to be
explored, a topic that is branched and deserves attention in all its aspects—environmental, economic and social.
1.3 Climate Change Education—CCE
According to Leal Filho et al. (2018), research is fundamental in all dimensions
when it comes to climate change. And, the authors emphasize that transdisciplinarity
becomes crucial to address this issue. In addition, the use of funding for innovation
research leads to effective education.
The nature of climate change education is complex and teachers are forced to
simplify it. According to Oversby (2015), methodologies are necessary to ensure
that information remains clear to students, thus creating new charges for teachers.
CCE should receive more attention and bring more sensitivity to society and educational institutions, since every day environmental problems are gaining strength.
There is some concern on teachers’ behalf to incorporate lessons that integrate personal and social connections to introduce practical actions, in which individuals can
have a positive impact on their communities (Drewes et al. 2018).
The CCE is interdisciplinary, which requires negotiation among teachers based on
discipline, schedule, and curricular commitments, limiting some teaching opportunities (Oversby 2015). The author affirms that there is a certain difficulty on the part
of teachers who are unprepared for the integration, action and knowledge of content
on CCE. For some students, the science of this subject is seen as controversial and
makes it very different from other areas of science.
2 Education as a Way to Sustainability
Since 1972, during the Conference on the Human Environment in Stockholm, the UN
underlined the importance of developing a more sustainable culture. Five years later,
in 1977, during the Tbilisi Intergovernmental Conference in Georgia, global discussions focused on the theme of Environmental Education. And only after 15 years, in
1992 in Rio de Janeiro, the International Conference on Environment and Development, emphasized in its Chap. 36 (of Agenda 21), that EE should highlights sustainable development (Ramos 2001; UNESCO 1997; Rio+20 1992; Agenda 21 2004).