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Advisor(s)
Abstract(s)
Vivemos numa sociedade em constante mudança e incerteza, que se tornou mais
complexa e, inevitavelmente, mais exposta aos riscos que reforçam a sensação
de vulnerabilidade e exacerbam o sentimento de insegurança dos cidadãos. A
segurança, entendida como um direito fundamental de cidadania, deverá ser um
debate prioritário, nomeadamente na definição de políticas de proteção civil,
sustentadas e participadas, atendendo à basilar importância que assume no
desenvolvimento económico e social do país. Assim, é fundamental a promoção
de uma cultura de segurança e bem-estar e de responsabilidade, individual e
coletiva, onde a educação, o currículo e a investigação devem assumir papéis
basilares na construção de uma cidadania participativa. Neste artigo, recorrendo
ao método hermenêutico para interpretar e à dialógica para refletir, iremos
analisar, à luz da visão ideológica da educação e do currículo, as políticas de
educação para a proteção civil e o papel que a escola deve assumir neste
contexto.
We live in a society in constant change and uncertainty, which has become more complex and, inevitably, more exposed to risks that reinforce the sense of vulnerability and exacerbate citizens' feelings of insecurity. Security, understood as a fundamental right of citizenship, should be a priority debate, namely in the definition of sustained and participatory civil protection policies, given the fundamental importance it assumes in the country's economic and social development. Thus, it is essential to promote a culture of safety and well-being and of individual and collective responsibility, where education, curriculum and research must assume fundamental roles in the construction of a participatory citizenship. In this article, using the hermeneutic method to interpret and the dialogic method to reflect, we will analyze, in the light of the ideological vision of education and the curriculum, the education policies for civil protection and the role that the school should assume in this context.
We live in a society in constant change and uncertainty, which has become more complex and, inevitably, more exposed to risks that reinforce the sense of vulnerability and exacerbate citizens' feelings of insecurity. Security, understood as a fundamental right of citizenship, should be a priority debate, namely in the definition of sustained and participatory civil protection policies, given the fundamental importance it assumes in the country's economic and social development. Thus, it is essential to promote a culture of safety and well-being and of individual and collective responsibility, where education, curriculum and research must assume fundamental roles in the construction of a participatory citizenship. In this article, using the hermeneutic method to interpret and the dialogic method to reflect, we will analyze, in the light of the ideological vision of education and the curriculum, the education policies for civil protection and the role that the school should assume in this context.
Description
Keywords
Proteção civil Educação Cidadania Políticas Currículo Civil protection Education Citizenship Policies Curriculum . Escola Superior de Saúde Faculdade de Ciências Sociais
Citation
FREITAS, Gregório Magno de Vasconcelos de et al. Educação para a proteção civil: políticas e práticas em Portugal. Rev. Pemo, Fortaleza, v.4, e49145, 2022. Disponível em: https://doi.org/10.47149/pemo.v4.9145
Publisher
Universidade Estadual do Ceará