Teacher’s Approach on Climate Change …
623
21, 2018, identified a total of 111 publications. It is observed that there are few publications with international scientific recognition on the subject (CCE), considering
the time of analysis of the publications—73 years (beginning of the searches in the
base period—1945—suggested by Web of Science).
The search variables on the theme, climate change education, were: (a) Total
publications; (b) Contemplated thematic areas; (c) Type of document; (d) Year of
publications; (e) Authors; (f) Source of publication; (g) Institution of origin; (h)
Country of origin; (i) The language in which it was written; (j) Number of citations;
and (k) Classification of the study (practical, theoretical or both).
Based on the publications identified in the WOS, content analysis was developed
according to the language of the interpretation of the meaning of words (Silva and
Fossá 2017). Thus, the results produced are: cloud of words and frequencies of terms.
3.3 Step 3: Education in Climate Change: A Case Study
in Southern Brazil
The third step describes a case study carried out at the Cardeal Arcoverde Institute,
in the city of Passo Fundo, in southern Brazil. Passo Fundo, according to data from
IBGE (2018), has more than two hundred thousand inhabitants; a schooling rate of
97.3% (among people aged 6–14 years); about 1,853 teachers (considering middle
and high school) and 103 schools, also considering both primary and secondary
education.
The school is part of the public network of the state of Rio Grande do Sul (Fig. 2)
and was founded in 1957. It serves approximately 980 students and has a total of 75
teachers and staff. According to the School Rules (2016), the philosophy is to ensure:
“a democratic and humanistic education, starting from the reality where it is inserted,
in a pedagogical proposal that favors the construction of meaningful learning, so
that the student acquires critical and participatory spirit, making a conscious citizen
capable of interacting and intervening in society and the world of work”.
Table 1 describes training themes, held on July 5, 2018, and the characteristics of
the group of teachers who participated in the research.
The teachers participating in the research were identified by the administrative
management of the school and released from their teaching activities during the
training process. Thus, the direction of the school understood the importance of the
research for the development of sustainability in the educational environment.
623
21, 2018, identified a total of 111 publications. It is observed that there are few publications with international scientific recognition on the subject (CCE), considering
the time of analysis of the publications—73 years (beginning of the searches in the
base period—1945—suggested by Web of Science).
The search variables on the theme, climate change education, were: (a) Total
publications; (b) Contemplated thematic areas; (c) Type of document; (d) Year of
publications; (e) Authors; (f) Source of publication; (g) Institution of origin; (h)
Country of origin; (i) The language in which it was written; (j) Number of citations;
and (k) Classification of the study (practical, theoretical or both).
Based on the publications identified in the WOS, content analysis was developed
according to the language of the interpretation of the meaning of words (Silva and
Fossá 2017). Thus, the results produced are: cloud of words and frequencies of terms.
3.3 Step 3: Education in Climate Change: A Case Study
in Southern Brazil
The third step describes a case study carried out at the Cardeal Arcoverde Institute,
in the city of Passo Fundo, in southern Brazil. Passo Fundo, according to data from
IBGE (2018), has more than two hundred thousand inhabitants; a schooling rate of
97.3% (among people aged 6–14 years); about 1,853 teachers (considering middle
and high school) and 103 schools, also considering both primary and secondary
education.
The school is part of the public network of the state of Rio Grande do Sul (Fig. 2)
and was founded in 1957. It serves approximately 980 students and has a total of 75
teachers and staff. According to the School Rules (2016), the philosophy is to ensure:
“a democratic and humanistic education, starting from the reality where it is inserted,
in a pedagogical proposal that favors the construction of meaningful learning, so
that the student acquires critical and participatory spirit, making a conscious citizen
capable of interacting and intervening in society and the world of work”.
Table 1 describes training themes, held on July 5, 2018, and the characteristics of
the group of teachers who participated in the research.
The teachers participating in the research were identified by the administrative
management of the school and released from their teaching activities during the
training process. Thus, the direction of the school understood the importance of the
research for the development of sustainability in the educational environment.