{"id":378,"date":"2021-11-05T05:00:53","date_gmt":"2021-11-05T05:00:53","guid":{"rendered":"https:\/\/diarieducacio.cat\/transformarleducacio\/?p=378"},"modified":"2024-05-13T16:45:04","modified_gmt":"2024-05-13T14:45:04","slug":"que-es-aixo-del-canvi-climatic","status":"publish","type":"post","link":"https:\/\/diarieducacio.cat\/transformarleducacio\/2021\/11\/05\/que-es-aixo-del-canvi-climatic\/","title":{"rendered":"Qu\u00e8 \u00e9s aix\u00f2 del canvi clim\u00e0tic?"},"content":{"rendered":"

La gran majoria dels cient\u00edfics d\u2019arreu al m\u00f3n estan d\u2019acord en afirmar que el canvi clim\u00e0tic est\u00e0 cernent sobre la humanitat un futur gens propici a la continuaci\u00f3 de la civilitzaci\u00f3 occidental tal com la coneguem.<\/p>\n

\u201cSegons l’\u00faltim informe del Grup Intergovernamental d’Experts sobre el Canvi Clim\u00e0tic (IPCC) els cient\u00edfics estan observant canvis en el clima de la Terra en totes les regions i en el sistema clim\u00e0tic en el seu conjunt. Molts dels canvis observats en el clima no tenen precedents en milers, sin\u00f3 en centenars de milers d’anys, i alguns dels canvis que ja s’estan produint, com l’augment continu del nivell del mar, no es podran revertir fins a dins de segles o mil\u00b7lennis.\u00bb [1]<\/a><\/h6>\n

 <\/p>\n

Per\u00f2 \u00e9s possible, si no invertir el canvi, almenys limitar-ne l\u2019abast:<\/p>\n

\u201cUna reducci\u00f3 substancial i sostinguda de les emissions de di\u00f2xid de carboni (CO2)<\/sub> i d’altres gasos d’efecte hivernacle permetria limitar el canvi clim\u00e0tic. Encara que les millores en la qualitat de l’aire serien r\u00e0pides, podrien passar entre 20 i 30 anys fins que les temperatures mundials s’estabilitzaren\u201d [2]<\/a><\/h6>\n

 <\/p>\n

\"\"<\/a>\u00c9s, doncs, urgent introduir a les aules una reflexi\u00f3 sobre aquest fenomen que afectar\u00e0, amb m\u00e9s o menys virul\u00e8ncia, al nostre alumnat en funci\u00f3 del nivell de conscienciaci\u00f3 i doncs, de les mesures que puguen prendre. Amb l\u2019objectiu de difondre el problema, Roger Pons, professor de Prim\u00e0ria jubilat i president de X\u00faquer Viu <\/strong>[3]<\/a>, i Pedro Dom\u00ednguez, professor de F\u00edsica i Qu\u00edmica jubilat i portaveu de La Ribera en Bici-Ecologistes en Acci\u00f3 <\/strong>[4]<\/a> han elaborat el quadern did\u00e0ctic Qu\u00e8 \u00e9s aix\u00f2 de l\u2019Emerg\u00e8ncia Clim\u00e0tica?<\/em>\u00a0Ubicats en la Ribera del X\u00faquer, ambd\u00f3s viuen dia a dia la realitat d\u2019una comarca vertebrada pel riu X\u00faquer, qui, des del seu naixement en Tragacete fins a la seua desembocadura en Cullera, pateix tota mena d\u2019explotacions. Amb una perduda enorme del seu cabal, es posa en perill l\u2019exist\u00e8ncia de la comarca com la coneguem, un dels majors rebostos alimentaris del Pa\u00eds Valenci\u00e0 i de l\u2019Estat espanyol.<\/p>\n

\"\"<\/a><\/p>\n

 <\/p>\n

La proposta est\u00e0 dividida en dues parts. La primera va dirigida a la prim\u00e0ria. A trav\u00e9s d\u2019una s\u00e8rie de temes dona els elements necessaris per a poder con\u00e9ixer l\u2019abast de la situaci\u00f3 clim\u00e0tica en qu\u00e8 ens trobem. En primer lloc es fa una recapitulaci\u00f3 de les caracter\u00edstiques particulars del clima que viu l\u2019alumnat de la comarca a fi d\u2019adonar-se de les seues caracter\u00edstiques diferencials en funci\u00f3 de la ubicaci\u00f3 geogr\u00e0fica de l\u2019alumnat. Per\u00f2 no es limita a una descripci\u00f3 gen\u00e8rica com ho fan els llibres de text a l\u2019\u00fas, sin\u00f3 que s\u2019ocupa amb detenci\u00f3 a les causes i efectes del canvi clim\u00e0tic. I, clar, s\u2019acaba fent reflexionar a l\u2019alumnat sobre les accions que pot mamprendre per mitigar els efectes del calfament clim\u00e0tic.<\/p>\n

 <\/p>\n

\"\"<\/a>La segona part est\u00e0 dirigida a la secund\u00e0ria aprofundint en l\u2019an\u00e0lisi de la climatologia local5 per a extrapolar-ne les dades obtingudes als efectes del canvi clim\u00e0tic. Pel que fa a les accions, s\u2019arriba en secund\u00e0ria a dirimir les responsabilitats per poder implementar accions m\u00e9s enll\u00e0 de la simple presa de consci\u00e8ncia.<\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

A la il\u00b7lustraci\u00f3 4 veiem una proposta concreta del que hauria de fer cadasc\u00fa per poder actuar sobre els efectes del canvi clim\u00e0tic. A m\u00e9s, s\u2019ha elaborat un diaporama que serveix de material de suport.[5]<\/a>.<\/p>\n

\"\"<\/a><\/p>\n

 <\/p>\n

Per\u00f2 la proposta no es queda sols en la presentaci\u00f3 del model. Com va dir Joan Cort\u00e9s, de la Coordinadora de Centres d\u2019Ensenyament en Valenci\u00e0 de la Ribera: \u201cel model educatiu ha d\u2019acceptar el repte de convertir en projectes transversals tem\u00e0tiques i realitats, com la sostenibilitat mediambiental, que s\u00f3n factors importants per a construir el futur d\u2019una societat que ja viu immersa en una crisi de dif\u00edcil eixida. L\u2019educaci\u00f3 ens ha d\u2019ajudar a adoptar actituds m\u00e9s \u00e8tiques i m\u00e9s respectuoses amb el fr\u00e0gil equilibri ecol\u00f2gic del nostre planeta\u201d. I en aquest sentit, des de l\u2019editorial Reclam, s\u2019edita i el fullet i es demana la col\u00b7laboraci\u00f3 d\u2019ajuntament i altres entitats. Es pret\u00e9n dur endavant \u201ciniciatives editorials que oferisquen als centres educatius materials did\u00e0ctics que facen refer\u00e8ncia a problem\u00e0tiques reals, els quals conviden a la reflexi\u00f3, a l\u2019an\u00e0lisi i al debat a les aules\u201d.<\/p>\n

Aquesta proposta did\u00e0ctica no \u00e9s neutra, car no es pot ser neutre davant d\u2019una situaci\u00f3 que posa en perill d\u2019extinci\u00f3 a la mateixa esp\u00e8cie humana<\/p><\/blockquote>\n

Per aix\u00f2 la proposta no queda sols en l\u2019elaboraci\u00f3 i creaci\u00f3 d\u2019un opuscle sin\u00f3 que, a fi de dur endavant una acci\u00f3 compromesa amb l\u2019adopci\u00f3 de mesures per a mitigar el canvi clim\u00e0tic, 14 centres de la comarca s\u2019han implicat en el programa. Experimentaci\u00f3 de les activitats proposades, adopci\u00f3 d\u2019accions concretes en col\u00b7laboraci\u00f3 amb els ajuntaments, campanyes de conscienciaci\u00f3 dutes endavant per l\u2019alumnat marcaran el curs en aquestes aules. Com a exemple podem citar la implicaci\u00f3 de l\u2019Ajuntament d\u2019Alzira, el qual, en boca d\u2019Alfred Aranda, el seu regidor de Cultura, proposa treballar per “canviar de comportament col\u00b7lectiu o es produir\u00e0 una degradaci\u00f3 d\u2019aquesta qualitat de vida. En aquest terreny, l\u2019educaci\u00f3 tamb\u00e9 ha de posar el seu gra d\u2019arena, divulgant-ne la conscienciaci\u00f3 i creant models de sostenibilitat en les comunitats educatives”.<\/p>\n

En un moment en qu\u00e8 sembla que ser negacionista est\u00e0 de moda, l\u2019escola, espai de difusi\u00f3 de la veritat cient\u00edfica, no es pot quedar al marge. Aquesta proposta did\u00e0ctica no \u00e9s neutra, car no es pot ser neutre davant d\u2019una situaci\u00f3 que est\u00e0 posant en perill d\u2019extinci\u00f3 a la mateixa esp\u00e8cie humana. Tenim una societat amb persones cada dia m\u00e9s individualitzades, que rebutgen qualsevol mena de comprom\u00eds. Per\u00f2 la superviv\u00e8ncia de l\u2019\u00e9sser hum\u00e0 com a esp\u00e8cie, est\u00e0 lligada al que l\u2019ha fet ser el que \u00e9s: l\u2019actuaci\u00f3 solid\u00e0ria. En aquest cas cal prendre consci\u00e8ncia que, sense aquest comprom\u00eds, ser\u00e0 impossible mitigar suficientment els efectes de la cat\u00e0strofe clim\u00e0tica que ens amena\u00e7a. No ens podem limitar al coneixement del nostre entorn, sin\u00f3 que hem d\u2019empentar a la joventut a l\u2019acci\u00f3 i fer de les aules uns espais actius enfront de les amenaces que pateix la humanitat.<\/p>\n

Els joves ja han comen\u00e7at a moure\u2019s i l\u2019escola els ha d\u2019empentar per a que no es paren. El seu futur com a esp\u00e8cie en dep\u00e8n.<\/p>\n

\n
[1]<\/a> \u00daltim comunicat de l’IPCC, Ginebra, 9 d’agost de 2021<\/a><\/h6>\n
[2]<\/a> \u00cddem 1<\/a><\/h6>\n
[3]<\/a>\u00a0https:\/\/xuquerviu.net<\/a><\/h6>\n
[4]<\/a> http:\/\/www.lariberaenbici.net\/<\/a><\/h6>\n
[5]<\/a> http:\/\/www.lariberaenbici.net\/docs\/Emergencia.pdf<\/a><\/h6>\n","protected":false},"excerpt":{"rendered":"

La gran majoria dels cient\u00edfics d\u2019arreu al m\u00f3n estan d\u2019acord en afirmar que el canvi clim\u00e0tic est\u00e0 cernent sobre la humanitat un futur gens propici a la continuaci\u00f3 de la civilitzaci\u00f3 occidental tal com la coneguem. \u201cSegons l’\u00faltim informe del Grup Intergovernamental d’Experts sobre el Canvi Clim\u00e0tic (IPCC) els cient\u00edfics estan observant canvis en el<\/p>\n","protected":false},"author":489,"featured_media":383,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[147],"tags":[148,149],"tipo":[169],"class_list":{"0":"post-378","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-experiencies","8":"tag-medi-ambient","9":"tag-pais-valencia","10":"tipo-analisi"},"yoast_head":"\nQu\u00e8 \u00e9s aix\u00f2 del canvi clim\u00e0tic? - Transformar l'Educaci\u00f3<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/diarieducacio.cat\/transformarleducacio\/2021\/11\/05\/que-es-aixo-del-canvi-climatic\/\" \/>\n<meta property=\"og:locale\" content=\"ca_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Qu\u00e8 \u00e9s aix\u00f2 del canvi clim\u00e0tic? 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