Os desafios do uso das tecnologias da informação e comunicação na educação para redução de riscos de desastres

Abstract

The use of communication technologies aimed at Education for Disaster Risk Reduction (ERRD) and Environmental Education aims to disseminate actions that guide the population on how to prevent risks and disasters, focusing on risk perception and the construction of community resilience. Thus, as a research issue, it raises this question: How important is the use of technologies as a teaching-learning instrument in relation to the theme of Education for Disaster Risk Reduction in formal education? The general objective is to analyze the implementation and development of Education for Disaster Risk Reduction (ERRD) in schools in the Municipality of Jaboatão dos Guararapes, using Information and Communication Technologies (ICT), integrated into the actions of the Community Center for Civil Protection and Defense (NUPDEC) as instruments for promoting Citizen Science. The study was carried out in a state public school, a Reference High School, located in an area at risk of landslides, in the Municipality of Jaboatão dos Guararapes, Pernambuco, Brazil. The school, in partnership with the Municipality's Civil Defense, develops actions through the Community Center for Protection and Civil Defense for Young People (NUPDEC Jovem). The methodology combines qualitative and quantitative analyzes in line with action research, based on authors from Environmental Education, ERRD and ICT, as well as documentary and bibliographic analysis on the thematic. The results indicate that the use of ICT provides greater interaction with the themes of Environmental Education and ERRD. The use of technological resources in the participatory pedagogical process strengthens and builds knowledge, promoting changes in behavior and habits in the face of disasters. With the action research developed in this study, it was concluded that it is necessary to expand ERRD and Environmental Education actions to increase students’ perception of risk. There was also a need to encourage teachers regarding the importance of the thematic and the integration of content that strengthens knowledge about selfprotection against risks and disasters, raising awareness about climate change and its effects on daily life. Furthermore, the use of ICT needs to be optimized in the school environment to encourage the rational use of this tool as an ally of ERRD, expanding the possibilities in terms of building perceptions regarding socio-environmental risks. The study reveals the urgency of establishing the obligation to address the theme of planetary education in the school curriculum, taking into account the specificities of climate change, as well as reflection on the regional perspective with regard to multiple risks and disasters, with interdisciplinary and transdisciplinary thinking and doing that the theme requires.