Aplicações da educação de redução de riscos e desastres no Amazonas

Abstract

This dissertation, developed within the scope of the Professional Master’s Program in Environmental Sciences Education, examines Disaster Risk Reduction Education (DRRE) in the Amazonian context, a region characterized by high socio-environmental vulnerability to extreme hydrological events intensified by climate change. The study is justified by the gap between recent normative advances—particularly Federal Law No. 14,926/2024, which explicitly incorporated disaster risk management into Brazil’s National Environmental Education Policy—and their effective translation into contextualized pedagogical practices in public schools in the Amazon. The central objective of the study was to develop and validate a Technical and Technological Product (TTP) entitled Teacher Training Protocol for Disaster Risk Reduction Education, designed as a pedagogical and formative instrument to support basic education teachers in integrating DRRE into the school curriculum, in alignment with the National Common Core Curriculum (BNCC), the Amazonian Curriculum Framework (RCA), and Sustainable Development Goal 13 (Climate Action). Methodologically, the research adopted a qualitative approach, combining documentary and bibliographic research, analysis of educational materials produced by the National Center for Monitoring and Early Warning of Natural Disasters (CEMADEN), and examination of national and state curricular guidelines, in addition to the implementation of a teacher training workshop within a participatory action research framework. The case study was conducted in a public secondary school in the municipality of Nova Olinda do Norte, Amazonas, located in an area of high socio-environmental risk associated with hydrological and geomorphological processes. The results indicate that the Teacher Training Protocol enhances teachers’ conceptual understanding of DRRE, strengthens their capacity to integrate disaster risk themes transversally and contextually into teaching practices, and reinforces the role of schools as community-based hubs for disaster prevention and risk awareness. The study concludes that the proposed product has strong potential for replication in other Amazonian municipalities, contributing to the strengthening of public educational policies focused on disaster prevention and the construction of socio-environmental resilience