Escola Resiliente:Práticas Colaborativas para Redução de Riscos no Ambiente Escolar

Abstract

One of the major global challenges related to climate change is to empower communities and assist in their preparation, prevention, response and structuring in the face of socio-environmental disasters. From the research of school experiences to reduce risks in Brazil and having as a field of study the schools participating in the Resilient School Project in the city of Petrópolis-RJ, this research seeks to respond if the introduction of practices for disaster risk reduction in the curriculum of education can make the school environment safer and if the protagonism and participation of young people can influence in the decision making to build school environments resilient to the disasters. The objective of this dissertation is to evaluate the application of the Practical / Colaborative Curriculum for Disaster Risk Reduction proposed in the Resilient School Project. The methodologies used for this research were a knowledge, attitudes and practices baseline / final questionnaire conducted at the beginning / end of the 2016 academic year and the Action Research structured by the creation of research commissions formed by participants from the Resilient School Project to build a theoretical framework, monitor and record the meetings and systematize the practices developed in the project. The expected results of the research point to increased risk perception in these schools and to the development of capacities to prevent and mitigate in these school territories. Throughout the process of participatory observation, young people have been protagonists of transformations in the school environment and able to lead and mobilize groups to reduce and prevent risks.