Pedagogical conception of education for the climate change in secondary school

Abstract

Climate change is a challenge to education because it implies redefining moral values, changing modes of action, habits and social skills, so that they express environmentally friendly behaviors. The school plays an important role in achieving this. The research is based on the materialistic dialectic as a general method of science, it is characterized by a mixed approach, which involves processes of collection, analysis of quantitative and qualitative data. A pedagogical conception aimed at education for climate change in Basic Secondary School is proposed, materialized in a system of teaching and complementary activities.