For a geography of risks in the curriculum: analysis of the training of geography teachers of the municipal school network of Petrópolis - RJ.
Risks, Curriculum, Teacher Training
Environmental issues are today frequent objects of discussion in the most diverse areas of knowledge, since each year communities are affected by climatic, geomorphological events. In this context, we find our spatial clipping, the city of Petrópolis - RJ, affected every year by events of mass movements. This work has as object of investigation the curricula of the training courses of the geography teachers acting in the final years of the basic education of the municipal education network of Petrópolis - RJ, in order to investigate if there were approaches on natural risks in their formations, since, the municipality in question is often beset by events of this nature. The current research discusses the contribution of geography teaching to risk education in school curricula, because we believe that the school has a great responsibility in the training of citizens capable of analyzing and evaluating situations related to natural and social processes and the formation of environmental risk areas. And geography, the discipline that when dealing with the approaches of physical-natural and social phenomena, shows itself as an important tool capable of enabling the interpretation of social and natural phenomena arranged in the geographic space. The research seeks, through the application of questionnaires to teachers working in elementary education II of the municipal education network, in order to analyze if the training of these teachers makes possible the discussions about disaster risks in the classroom. As a technique for the analysis of qualitative data, we will use the content analysis proposed by Bardin (1979), which seeks to find answers to the questions formulated, confirming or not the hypotheses established before the research work.