Como abordan o Cambio Climático os libros de texto da Ensinanza Secundaria Obligatoria na España

Abstract

It is essential to know how the reality around climate change is socially constructed in order to understand the responses of people and institutions to this threat. The reports of the IPCC are the scientific referent on the climatic change, in which technical, social, economic and environmental perspectives are combined, more than that they do not actually reach citizenship. Bearing in mind that everyday knowledge is built fundamentally through the media, social networks and, also, through the education system, we consider it interesting to analyze the information that textbooks on climate change are offering, to help understand the ideas that students and professors use, since it is the most used teaching resource in school classrooms in the Spanish State. The textbooks reproduce, transmit and lexitiman the elexed knowledge imposed by an elite through the official curricula, giving the appearance of objective and scientific. An in-depth analysis can reveal the weak points that Environmental Education programs must take as challenges. We put forward some of the pilot study's guidelines in which we analyzed Secondary Education texts used in Galician centers. This study is part of the RESCLIMA Project, which studies the relationship between science and common culture in the social representations of climate change.