Elites universitarias y cambio climático

Abstract

Las medidas para enfrentar el Cambio Climático en el planeta involucran un conjunto de factores entre los cuales la existencia de estructuras y organizaciones que catalicen e impulsen una acción transformadora. La generación de capacidades locales implica la consciencia de la ciudadanía y de las elites acordes con las acciones institucionales de respuesta en los distintos niveles. Basado en una investigación empírica se analizan las orientaciones de las elites estudiantiles universitarias en Chile. Se analizan las percepciones acerca del cambio climático, sobre las medidas de adaptación y /o mitigación y también la visión acerca de las energías renovables no convencionales uno de los principales factores que pueden incidir en la reducción de las emisiones de gas de efecto invernadero.<br>As medidas para enfrentar as mudanças climáticas no planeta envolvem um conjunto de fatores, entre os quais a existência de estruturas e organizações que catalizem e impulsionem uma ação transformadora. A capacitação local envolve a consciência dos cidadãos e das elites, em consonância com as ações de resposta institucional em vários níveis. Com base em um estudo empírico, foram analisadas as orientações das elites estudantis universitárias no Chile. Analisamos as percepções sobre mudanças climáticas, adaptação e/ou mitigação, e também a visão sobre energias renováveis não convencionais, um dos principais fatores que podem reduzir as emissões de gases de efeito estufa.<br>Measures to address climate change on the planet involve a number of factors including the existence of structures and organizations to catalyze and encourage transformative actions. Local capacity building involves the consciousness of citizens and elites in line with the institutional actions to respond at various levels. Based on empirical research the orientations of the elite university students in Chile are analyzed. We focus on the perceptions of climate change, adaptation and / or mitigation measures and the vision of non-conventional renewable energy one of the main factors that may influence the reduction of emissions of greenhouse gases

La educación ambiental en Chile, una tarea aún pendiente

“…EE is at an incipient stage in curricular proposals and study programmes, in both primary and secondary education. A rapid analysis of the existing study plans and programmes shows that there are many spaces and moments when the principles of EE could easily be strengthened in schools, and many environmental themes studied in depth (FUENTEALBA, 2007;GUMUCIO and RAU, 2012), but the opportunity is rarely taken.…”

“…The adaptation of Chilean universities to the impositions of the neoliberal market and globalisation has led them to evolve a type of university managed like a company. As such it reproduces inequalities, and continues to train human capital to function in terms of the consumption economy and the information society (SANTOS, 2012;GUMUCIO and RAU, 2012), to the evident prejudice of critical humanist education.…”

“…The universities are a suitable arena for the development of environmental awareness (cf. SOSA et al, 2008;GUMUCIO and RAU, 2012), even if large segments of students in elite universities in Chile favour the option of economic growth over protecting the environment. Indeed, GUMUCIO and RAU (2012) believe that it will be these elite students who will occupy the positions of power in the near future and are sure to adopt anti-environmental postures.…”

“…SOSA et al, 2008;GUMUCIO and RAU, 2012), even if large segments of students in elite universities in Chile favour the option of economic growth over protecting the environment. Indeed, GUMUCIO and RAU (2012) believe that it will be these elite students who will occupy the positions of power in the near future and are sure to adopt anti-environmental postures. However the mass student movements of 2008 and 2011 (see MAYOL, 2012a, 2012b) might introduce educational changes into the debate, which will support environmental issues and create a space for EE.…”

Percepciones, conocimiento y enseñanza de cambio climático y riesgo de desastres en universidades hondureñas

“…El IPCC reconoce un rol primordial de las personas y sus conocimientos en la adaptación como proceso de gestión de riesgo (IPCC, 2014). El incremento de la conciencia ambiental y de la acción pro clima y pro prevención de desastres requiere mayores iniciativas de comunicación y de educación (Leal et al, 2019;Lee et al, 2015) dirigidas hacia valores y actitudes (Parker y Muñoz, 2012). El fortalecimiento de la enseñanza ambiental a través de la inclusión curricular de cambio climático y gestión de riesgo de desastres es fundamental (Parker y Muñoz, 2012).…”