ESHS/HSS Annual Meeting

Climatic Change in Basic Primary School in México: The Evolution and Circulation of a Concept

• In Event: Histories of Climate and Environment 3: Diffusing and Disputing

English Abstract

Anthropogenic climate change is undoubtedly the greatest socio-ecological challenge facing humanity and is one of the most evident and widely mediated phenomena in Mexico and other parts of the world. In this context, the role of education requires both an awareness of the emergency and holistic visions for systemic and structural transformation. At the national level, education, training, and public awareness policies on climate change are reflected in various legal and planning instruments that establish the basis for action in this area. In 2009, proposals began to incorporate climate change into study plans and programs, both by specialists and by official education authorities in collaboration with UNICEF.
A historical review found that in the 1960s, care and concern for nature highlighted the connection between its different elements in order to preserve life. In the 1980s, concern arose about health problems associated with environmental pollution which led to techno-scientific and instrumental proposals such as the 3Rs, a segmented discourse that has become widespread throughout the world and in specific educational materials and content. This prevents reflection on lifestyles promoted by the media and by the economic interests of companies.

An in-depth analysis reveals that effective response capabilities have not been developed in classrooms to address the risk and vulnerability caused by extreme weather events specially in conditions of poverty and inequality. There is a need to reinforce meaningful learning in specific contexts that is not yet present in basic education materials. The results of this project include some proposals for addressing climate change based on the New Mexican School.

Author

• Irama Núñez Tancredi, Universidad Nacional Autónoma de México