Environmental education in socio-environmental reconstruction in the face of disaster resulting from the climate emergency

Abstract

The purpose of this paper is to provide some considerations on the perspectives related to the circumstances of a polycrisis in the state of Rio Grande do Sul, which resulted in floods that generated emergency demands and the reorganization of socio-environmental protection structures, as well as new horizons for environmental education. The objective of these considerations is to establish a connection between the possible challenges that can be addressed in the field of environmental education, as well as climate education in adverse and diverse contexts. From the methodological point of view, it is the production of open, dialogical and reflective knowledge that finds a rigorous link between the theoretical and methodological perspective and its engagement with recurring problems in socio-environmental practice. This approach triggers an adhesion and articulation of complex features that is interdisciplinarity as a mechanism of knowledge. In the midst of the discussion, convergences between multiple crises, persistent conflicts, socio-environmental and health risks, technological and climate changes are signaled. As a result, it is warned that these themes can be the object of environmental education processes as a public policy with the potential to influence climate change. These characteristics are attributes of established social relations, political modernization and commodity production, which in turn challenge or escape the task of control by social institutions.