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Abstract(s)
Neste paradigma de incerteza que vivemos aumenta a sensação de vulnerabilidade
e de insegurança nos cidadãos. A segurança, entendida como um direito fundamental,
deverá ser prioritária na definição de políticas de proteção civil promotoras da segurança
comunitária, atendendo à importância que assume no desenvolvimento social e
económico de qualquer país. Urge mais e melhor reflexão sobre este direito, não apenas
política, mas, sobretudo, científica, onde a educação democrática deve assumir um papel
basilar na construção da cidadania ativa, ambicionando a tão elementar cultura de
proteção civil e a resiliência comunitária. No âmbito da sua autonomia, cabe à escola
construir um projeto curricular contextualizado.
Esta investigação, na área do Currículo e Inovação Pedagógica, assenta num
estudo de caso único de natureza qualitativa, uma escola pública dos segundo e terceiro
ciclos do ensino básico e ensino secundário da Região Autónoma da Madeira, onde se
procura compreender como é que a educação para a proteção civil está a ser
implementada. Como técnicas de recolha de dados recorremos à análise documental e às
entrevistas semiestruturadas. Como técnicas de análise e interpretação dos dados
utilizamos a análise de conteúdo e fizemos, por fim, a triangulação dos dados. Este projeto
mereceu a aprovação do Encarregado de Proteção de Dados e da Comissão de Ética da
Universidade da Madeira.
Verificamos, nos resultados gerais, uma desarticulação entre as dimensões
regional, municipal e escolar com o que é internacionalmente preconizado para a
elaboração e implementação do currículo para a educação para a proteção civil. Numa
comunidade recorrentemente marcada por desastres, exige-se uma prática alicerçada na
evidência científica no âmbito da educação e da conceção do currículo para o
desenvolvimento comunitário/regional; a implementação dos pilares da escola segura e
da educação holística; a redefinição do perfil dos professores; a incrementação dos
direitos de toda a comunidade escolar, corresponsável pelos processos de aprendizagens
flexíveis, concretizando uma escola justa, inclusiva, democrática, resiliente e aprendente.
n this paradigm of uncertainty that we live in, citizens feel more vulnerable and insecure. Security, understood as a fundamental right, must be a priority in the definition of civil protection policies that promote community security, given the importance it assumes in the social and economic development of any country. There is a need for more and better reflection on this right, not only politically, but, above all, scientifically, where democratic education must assume a basic role in the construction of active citizenship, aiming for the very elementary culture of civil protection and community resilience. Within the scope of its autonomy, it is up to the school to build a contextualized curricular project. This research, around Curriculum and Pedagogical Innovation, is based on a single case study of a qualitative nature, a public school of the second and third cycles of basic education and secondary education in the Autonomous Region of Madeira, where it seeks to understand how education for civil protection is being implemented. As data collection techniques, we used document analysis and semi-structured interviews. As data analysis and interpretation techniques, we used content analysis and, finally, we triangulated the data. This project received approval from the Data Protection Officer and the Ethics Committee of the University of Madeira. We verified, in the general results, a disarticulation between the regional, municipal and school dimensions with what is recommended internationally for the elaboration and implementation of the curriculum for civil protection education. In a community frequently marked by disasters, a practice based on scientific evidence in the field of education and curriculum design for community/regional development is required; the implementation of the pillars of safe schools and holistic education; redefining the profile of teachers and increasing the rights of the entire school community, co-responsible for flexible learning processes, creating a fair, inclusive, democratic, resilient and learning school.
n this paradigm of uncertainty that we live in, citizens feel more vulnerable and insecure. Security, understood as a fundamental right, must be a priority in the definition of civil protection policies that promote community security, given the importance it assumes in the social and economic development of any country. There is a need for more and better reflection on this right, not only politically, but, above all, scientifically, where democratic education must assume a basic role in the construction of active citizenship, aiming for the very elementary culture of civil protection and community resilience. Within the scope of its autonomy, it is up to the school to build a contextualized curricular project. This research, around Curriculum and Pedagogical Innovation, is based on a single case study of a qualitative nature, a public school of the second and third cycles of basic education and secondary education in the Autonomous Region of Madeira, where it seeks to understand how education for civil protection is being implemented. As data collection techniques, we used document analysis and semi-structured interviews. As data analysis and interpretation techniques, we used content analysis and, finally, we triangulated the data. This project received approval from the Data Protection Officer and the Ethics Committee of the University of Madeira. We verified, in the general results, a disarticulation between the regional, municipal and school dimensions with what is recommended internationally for the elaboration and implementation of the curriculum for civil protection education. In a community frequently marked by disasters, a practice based on scientific evidence in the field of education and curriculum design for community/regional development is required; the implementation of the pillars of safe schools and holistic education; redefining the profile of teachers and increasing the rights of the entire school community, co-responsible for flexible learning processes, creating a fair, inclusive, democratic, resilient and learning school.
Description
Keywords
Proteção civil Educação Currículo Segurança Desenvolvimento comunitário Madeira (Portugal) Civil protection Education Curriculum Security Community development Currículo e Inovação Pedagógica . Faculdade de Ciências Sociais