638
V. T. da Rocha et al.
Thus, this case study can be used as a methodological parameter for other research
in this line, in which researchers need to evaluate their territorial scenarios and study
interest groups.
Also, as mentioned previously, due to the aim of this article, it describes only
one of the seven meetings held in this training of teachers for education on climate
change.
5 Conclusions
Education contributes directly to sustainability. This is because it stimulates in people the sense of commitment to themselves, to the other and to the whole planet. In
chronological terms, EE is the first “category” of education, inserted in the global discussions in 1997. Later, in 2005, the importance of ESD is emphasized—as an integral
part of the larger approach that is EE. In 2013, CCE is inserted in the global context, through a UNESCO publication—“Climate change in the classroom: UNESCO
course for secondary teachers on climate change education for sustainable development”. The CCE is a specific part of the studies involving ESD. In this way, both
integrate and complement each other. The highest goal of education (EE, ESD and
CCE) is to emphasize the role of everyone in the present, for a better and more
sustainable life in the future.
Bibliometric research emphasizes the need for further research on CCE as there
are only 111 published papers on this subject that can be characterized as “new”,
considering that the first publication occurred in the year 1995. It is known that
climate change affects all territories and, according to the results of this research,
there are currently few countries that are making efforts to understand CCE. In the
last six years, the publications directed to the subject CCE have increased. This is a
complex subject; ample efforts are necessary so that the CCE can be inserted in the
school contexts of the global territories.
Before the beginning of the activities, the teachers reinforced a superficial knowledge about the subject—CCE and how difficult it is to deal with this subject in
the context of the classroom, since the current impacts of climate change in Passo
Fundo’s region are not intense. However, they have demonstrated a good prior knowledge of the issues surrounding climate change education, as 77% of the questions
were answered. And, they emphasize the importance of the theme being worked
in the classroom. In addition, all teachers reported some bad experience related to
climate change.
In addition, the CCE study has a positive impact on two SDGs, 4 (quality education) and 13 (combating climate change). In this sense, addressing this issue (CCE)
contributes to 2030 Agenda.
V. T. da Rocha et al.
Thus, this case study can be used as a methodological parameter for other research
in this line, in which researchers need to evaluate their territorial scenarios and study
interest groups.
Also, as mentioned previously, due to the aim of this article, it describes only
one of the seven meetings held in this training of teachers for education on climate
change.
5 Conclusions
Education contributes directly to sustainability. This is because it stimulates in people the sense of commitment to themselves, to the other and to the whole planet. In
chronological terms, EE is the first “category” of education, inserted in the global discussions in 1997. Later, in 2005, the importance of ESD is emphasized—as an integral
part of the larger approach that is EE. In 2013, CCE is inserted in the global context, through a UNESCO publication—“Climate change in the classroom: UNESCO
course for secondary teachers on climate change education for sustainable development”. The CCE is a specific part of the studies involving ESD. In this way, both
integrate and complement each other. The highest goal of education (EE, ESD and
CCE) is to emphasize the role of everyone in the present, for a better and more
sustainable life in the future.
Bibliometric research emphasizes the need for further research on CCE as there
are only 111 published papers on this subject that can be characterized as “new”,
considering that the first publication occurred in the year 1995. It is known that
climate change affects all territories and, according to the results of this research,
there are currently few countries that are making efforts to understand CCE. In the
last six years, the publications directed to the subject CCE have increased. This is a
complex subject; ample efforts are necessary so that the CCE can be inserted in the
school contexts of the global territories.
Before the beginning of the activities, the teachers reinforced a superficial knowledge about the subject—CCE and how difficult it is to deal with this subject in
the context of the classroom, since the current impacts of climate change in Passo
Fundo’s region are not intense. However, they have demonstrated a good prior knowledge of the issues surrounding climate change education, as 77% of the questions
were answered. And, they emphasize the importance of the theme being worked
in the classroom. In addition, all teachers reported some bad experience related to
climate change.
In addition, the CCE study has a positive impact on two SDGs, 4 (quality education) and 13 (combating climate change). In this sense, addressing this issue (CCE)
contributes to 2030 Agenda.