Escola sem risco: linguagens e práticas de educação para redução de riscos e desastres (ERRD) no ensino de geografia.

Abstract

This research aims to analyze the implications of integrating Disaster Risk Reduction Education (DRRE) into Geography teaching, based on a pedagogical proposal developed with 6th-grade students at Padre Ibiapina Municipal School, located in the rural area of Taquaritinga do Norte, in the Agreste region of Pernambuco. In this region, the recurrence of drought and socio-environmental vulnerability are still regarded as something normal, restricted to the aspect of a meteorological phenomenon, even though it is a territory where political drought is clearly the main factor that increases the community’s vulnerability. Thus, such experiences demand an educational approach oriented towards citizenship education, critical awareness, and the strengthening of school resilience in the face of risks. This is an action research study, with a qualitative and experimental character, which relied on the methodological procedure of the Interactive Didactic Sequence (Oliveira, 2013) to articulate theory and practice in everyday school life. The investigative process involved three didactic sequences, in which activities of critical reading of the territory, problematization of local reality, and collaborative work were applied. The theoretical framework is based on studies of school Geography (Calla, 2001; 2006; 2009; 2020; 2025), (Castrogiovanni, 2001) ; (Costellar; Silva, 2024), Freirean dialogical pedagogy (Freire, 1996; 2005), and on the concepts of risk, vulnerability, and resilience discussed by Veyret (2015), Beck (2009), Esteves (2011), Marandola Jr. and Hogan (2004), Murara (2023), and Cunico and Oka-Fiori (2014). The results indicated that DRRE, integrated into Geography teaching and grounded in the reality of drought, contributed to the construction of meaningful learning, expanded students’ understanding of socio-environmental risks, and stimulated cooperative practices in the classroom. It was also observed that the articulation between school contents and territorial experience favored the development of critical awareness and strengthened the role of the school as a space for citizenship education and for promoting a culture of prevention and adaptation in the semiarid region. Therefore, the research points to paths for an educational praxis that values the territory, promotes geographic literacy, and contributes to strengthening community resilience in the face of the socio-environmental adversities that characterize the Agreste of Pernambuco.