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Perceção do Risco e Estratégias de Proteção e Segurança.
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Este estudo analisa o impacto da lecionação do Referencial de Educação para o Risco,
integrado na disciplina de Cidadania e Desenvolvimento, na perceção de risco e nas
estratégias de proteção e segurança de alunos do 9.º ano de um colégio privado na
região de Lisboa.
Recorreu-se a um delineamento quase-experimental, tendo por base duas turmas. Uma,
constituindo o objeto da intervenção do referencial, e a outra, funcionando como
controlo, sem a sua aplicação. A recolha decorreu em dois momentos (pré/pós), assente
numa abordagem mista e suportada num questionário (escalas Likert), abordando
quatro dimensões globais: Perceção de Risco, Confiança nas Instituições, Comunicação
em Situação de Crise e Preparação Individual/Familiar. Promoveu-se, ainda, uma análise
de conteúdo em relação às respostas abertas.
Os resultados indicam calibragem da perceção de risco na turma intervencionada, com
aumento significativo na perceção de incêndios florestais, sem alarmismo em ameaças
remotas. Observou-se melhoria de indicadores objetivos de preparação familiar na
turma intervencionada, assim como um maior envolvimento em ações formativas. A
avaliação da comunicação institucional manteve-se mediana e a confiança em algumas
entidades foi inferior na turma intervencionada, sugerindo maior exigência crítica após
a formação. A análise qualitativa destacou prioridades em riscos naturais (sismos, cheias,
incêndios), a centralidade de transparência/simulacros para a confiança e a utilidade
curricular da Educação para o Risco no crescimento enquanto cidadania informada e
resiliente. Conclui-se que a integração curricular reforça a literacia e práticas de
autoproteção e favorece um olhar crítico construtivo sobre as instituições. Limitações:
amostra reduzida e pré-teste aplicado já em período letivo, podendo introduzir viés.
Recomenda-se intensificar metodologias ativas (simulações), coprodução de mensagens
de risco com os alunos e aproximação escola-instituições, alinhadas com o CSSF e o
Quadro de Sendai.
This study analyzes the impact of teaching the Risk Education Framework, integrated into the Citizenship and Development course, on the perception of risk and on the protection and safety strategies of 9th grade students at a private school in the Lisbon region. A quasi-experimental design was used, based on two classes, one constituting the object of the reference framework intervention, and the other’ functioning as a control, without its application. Data collection took place at two points in time (pre/post), based on a mixed approach and supported by a questionnaire (Likert scales) addressing four global dimensions - Risk Perception, Trust in Institutions, Communication in Crisis Situations, and Individual/Family Preparedness. A content analysis of the openended responses was also conducted. The results indicate a calibration of risk perception in the intervention class, with a significant increase in the perception of forest fires without alarmism about remote threats. An improvement in objective indicators of family preparedness was observed in the intervention class, as well as greater involvement in training activities. The assessment of institutional communication remained average, and trust in some entities was lower in the intervention class, suggesting greater critical demand after training. The qualitative analysis highlighted priorities in natural risks (earthquakes, floods, fires), the centrality of transparency/drills for trust, and the curricular usefulness of Risk Education in growing as informed and resilient citizens. It is concluded that curricular integration reinforces literacy and self-protection practices and favors a constructive critical view of institutions. Limitations: small sample size and pre-test applied during the school year, which may introduce bias. It is recommended to intensify active methodologies (simulations), co-production of risk messages with students, and school-institution rapprochement, in line with the CSSF and the Sendai Framework.
This study analyzes the impact of teaching the Risk Education Framework, integrated into the Citizenship and Development course, on the perception of risk and on the protection and safety strategies of 9th grade students at a private school in the Lisbon region. A quasi-experimental design was used, based on two classes, one constituting the object of the reference framework intervention, and the other’ functioning as a control, without its application. Data collection took place at two points in time (pre/post), based on a mixed approach and supported by a questionnaire (Likert scales) addressing four global dimensions - Risk Perception, Trust in Institutions, Communication in Crisis Situations, and Individual/Family Preparedness. A content analysis of the openended responses was also conducted. The results indicate a calibration of risk perception in the intervention class, with a significant increase in the perception of forest fires without alarmism about remote threats. An improvement in objective indicators of family preparedness was observed in the intervention class, as well as greater involvement in training activities. The assessment of institutional communication remained average, and trust in some entities was lower in the intervention class, suggesting greater critical demand after training. The qualitative analysis highlighted priorities in natural risks (earthquakes, floods, fires), the centrality of transparency/drills for trust, and the curricular usefulness of Risk Education in growing as informed and resilient citizens. It is concluded that curricular integration reinforces literacy and self-protection practices and favors a constructive critical view of institutions. Limitations: small sample size and pre-test applied during the school year, which may introduce bias. It is recommended to intensify active methodologies (simulations), co-production of risk messages with students, and school-institution rapprochement, in line with the CSSF and the Sendai Framework.