Educar para convivir con el riesgo de inundación

Abstract

En la región mediterránea el principal riesgo natural son las inundaciones. Este se ha agravado en las últimas décadas por el incremento de la exposición del ser humano y se prevé que aumente la peligrosidad según los escenarios de cambio climático. Por este motivo, tratar estos temas en el aula y la formación de maestros/as sobre esta temática debe ser una prioridad tal y como establece el currículo de Educación Primaria (área de Ciencias Sociales). Los objetivos de esta investigación son: 1) Analizar los cono­cimientos que poseen los/as futuros/as maestros/as sobre el riesgo de inundación para desarrollar estos contenidos en el aula; 2) Comprobar la relevancia que los/as futuros/as docentes le conceden a esta problemática socio-ambiental; y 3) Entender qué tipo de formación académica inicial han recibido estos/as alumnos/as para enfrentarse a estos desafíos de la enseñanza durante la Educación Primaria. Metodológicamente se ha realizado una encuesta a modo de estudio de caso a los/as futuros/as maestros/as de Educación Primaria (Facultat de Magisteri, Universidad de Valencia). Los resultados indican que estos tienen: 1) Escasos conocimientos previos en relación con los riesgos de inundación; 2) Una reducida percepción de la importancia del factor vulnerabilidad para mitigar el riesgo; y 3) Escasa información recibida sobre esta temática en su etapa de formación escolar.

Social Representations of Flooding of Future Teachers of Primary Education (Social Sciences): A Geographical Approach in the Spanish Mediterranean Region

“…Morote and Souto [35] obtained similar results for the Mediterranean region, where only 12.1% of the future Primary Education teachers received information during their school period. School textbooks are not the best option due to the errors and stereotypes usually found in them, as pointed out by Souto et al [30] in the case of flooding and Morote [13] for climate change.…”

Are Future School Teachers Qualified to Teach Flood Risk? An Approach from the Geography Discipline in the Context of Climate Change

“…In relation with the training about floods, Morote and Souto [24] indicate that only 12.1% of the future Primary Education teachers received information during their school period. Morote and Hernández [20] highlight that most of the future teachers did not receive training (68.3%).…”

“…Moreover, they make the same errors as those made by the media [22,23,64]. As noted by Morote and Souto [24], the lack of scientific rigour of the textbooks and the absence of training received by teachers could mean that this topic is not addressed in the classroom or done so with a lack of scientific accuracy.…”

“…The above described situations show that this phenomenon is a social problem that has an enormous impact and is highly relevant in terms of both scientific content and teaching methods [24]. If these climate change scenarios become a reality (see for example the floods in central Europe and Asia in July 2021), there will be an urgent need for a more aware society that is educated in and adapted to these phenomena in which school education should form a key pillar [19,20,25].…”

“…These types of studies related to Geography and/or Social Sciences teaching are scarce and recent [51]. With respect to the Mediterranean region and flood risk, studies have been carried out on the social representations of the future Primary School teachers [19,20,24] and educational proposals [52,53].…”