Research-school and climate action: an intercultural dialogue of knowledge

The 2017 Global Risks Report, points to climate change (CC) as the main risk for a global catastrophe. In this same report, the Latin American region is mentioned as one of the areas most affected by this phenomenon. In Ecuador, exacerbated rainfall by the child have generated landslides and floods where thousands of people have lost their lives and social and economic costs are uncutifiable. Investigations from agroecology have shown that peasant and indigenous communities maintain millenary knowledge of care and resilience against extreme climatic phenomena. It is for this reason that their contributions are currently essential to mitigate the CC. However, efforts should be extended to other sectors such as education. The international community recognizes the importance of education in the fight against climate change. In Ecuador, the Ministry of Education briefly includes in its curricular mesh environmental education, despite this, its approach is literacy and its technical-scientific vision. That is, the CC is described within distant and future scenarios, and the investigative capacity to solve questions about its environment is not encouraged and, in this case, on the effects of the CC in its locations. Therefore, the present study seeks to promote school research in rural educational institutions in the provinces of Azuay, Morona Santiago and Chimborazo on the effects of the CC in its localities through the theoretical-methodological proposal called Research-People-Participative that, for this project, includes the intercultural dialogue of community knowledge and the technical-scientific foundations around the CC. The construction of teaching resources based on the school research approach to strengthen environmental education in higher basic education is contemplated.

OUTSIDE THE CALL FOR PROPOSALS EXTERNAL FUNDS