Educational practices for disaster risk management in non-formal education: a research involving students and teachers from a school participating in the project Junior Civil Defense Agent of Blumenau, Brazil
DOI:
https://doi.org/10.5380/dma.v58i0.73581Keywords:
civil defense, disaster risk, management, educationAbstract
Non-formal education carried out by technicians who make up the municipal Civil Defense (CD) or other public power sectors linked to Disaster Risk Management (DRM) tends to enhance strategies to avoid or minimize the impacts of natural disasters. In some municipalities, it is possible to identify these DRM actions. In Blumenau, in the State of Santa Catarina, this reality has been constant since 2013. Through two projects, among them, the Junior Civil Defense Agent (JCDA) elementary school students in the municipality are trained in DRM. The research objective was to analyze how education, through the use of technological resources, can contribute to obtaining improvements in the communication and pedagogical practices application aimed at promoting awareness and preparation measures for the population in the face of disaster risks, identifying them international innovative strategies and analyzing the local experience of Blumenau, with the actions of the JCDA project of the municipal CD. The survey data was based on different international bibliographic bases and field research involving students and teachers from a school in Blumenau, using questionnaires. Among the results of the bibliographic research 18 training models were found that mostly deal with landslides, with CD technicians as the professionals responsible for mediating activities. Most of the participants are from elementary school. The activities take place mainly in the school environment, and the most frequent practices are visits in areas at risk. Concerning the local experience in Blumenau, students who had already participated in the project were able to identify and define what they understand by DRM and realize when teachers approach this topic. However, few teachers recognize that they bring this knowledge to their teaching practice after the JCDA project.
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