Educação em Situação de Emergência

 

Educação em Situação de Emergência: Conhecimento Endógeno e Redução do Risco de Desastre em Educação em Moçambique – Um Estudo de Caso

 

Co-funding

Camões - Instituto da Cooperação e da Língua, I.P.
FPCEUP/CIIE

 

Duration

17 months
Start date: 1-6-2020
End date: 31-10-2021

 

Research team

 

Colaboration

  • Benedito Sapane (Universidade Pedagógica)
  • John Viagem (Escola de Formação de Professores do Futuro – ADPP – Nhamatanda)

 

External experts team

  • Andreia Soares –  Comunidade de Língua Portuguesa - Rede Interinstitucional para a Educação em situação de Emergência (INEE)
  • Marco Grazia – Global Director: Child Protection/ Education in Emergencies (World Vision International)  

 

Description

Emergency Education and Disaster Risk Reduction (DRR) have become urgent tasks and a huge challenge for many countries, especially those most vulnerable to the manifestations of climate change, as is the case of Mozambique. EeE and DRR in education is an emerging field in research and practice which, through participatory processes, involving and giving protagonism not only to the educational community but also to the local communities where schools are located, can bring about a paradigm shift necessary to achieve a culture promoting well-being and safety. This type of education must incorporate the dimensions of assessment and planning, physical and environmental protection (i.e. measures to mitigate risk), as well as capacity building in educational responses, with all stakeholders recognising themselves as part of a whole (Petal, 2008).

Mozambique ranks third among African countries most vulnerable to disasters such as droughts, floods, cyclones, epidemics and minor earthquakes among the most frequent and recurrent disasters. From 1980-2015 there were in Mozambique 13 drought events, 25 floods, 14 tropical cyclones, 23 epidemics and one earthquake of significant magnitude (MEDH, 2018). The geographical situation of the country, combined with the limited resilience of the majority of its population - due to the prevailing poverty - creates the perfect conditions for disasters to occur, and the country has a long history of natural or human-induced disasters.

In this framework, the project's overall objective was to identify and analyse the mechanisms for integrating elements of Education in Emergency Situations, with particular focus on DRR, into education policies, curricula and schools in Sofala Province in Mozambique.

The specific objectives were as follows: to conduct a literature review on Education in Emergencies (EE) and Disaster Risk Reduction (DRR) with a focus on education policies and practices in contexts affected by crises; to contribute to the systematization of knowledge and understanding of education in emergency situations; to document and analyse processes of institutionalization of education policies in the curricula, whether or not fostered by international cooperation and humanitarian aid; to identify lessons and practices from the implementation of current DRR approaches in Mozambique; to map actions of international cooperation and humanitarian action in the area of EE.

 

More information

luismuengua@fpce.up.pt