This article analyzes the impacts of the extreme weather events that occurred in 2024 on the school community in Galópolis, Caxias do Sul, Rio Grande do Sul, Brazil.This study aims to examine the relationship between socio-spatial vulnerability and access to schooling among the participants in times of environmental adversities.This research is qualitative in nature, employing Bardin’s Content Analysis to analyze data from focus groups and questionnaires and organizing them into three analytical categories: (a) impacts on daily life and vulnerability; (b) the schooling process and access to education; and (c) climate change education. The findings indicate shortcomings in public policies and the urgent need for regulatory frameworks to address post–climate-disaster impacts. The study identified the absence of pedagogical materials that provide guidance for education professionals and students in the school community examined. As an intervention, the Didactic Guide: Geological Study and Hydrological Processes in Galópolis is presented as an educational product that proposes practical workshops on soil permeability, as well as pedagogical support for the reading and interpretation of a geotechnical and hydrological report on the area, issued by the municipal government, aiming to transform the experiences resulting from the intense rainfall events of 2024 into scientific and pedagogical knowledge for Climate Change Education.

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Climate change has been widely discussed within the scientific community for decades; however, greenhouse gas emissions continue to rise, intensifying global warming and leading to alterations in precipitation patterns, sea-level rise, and the escalation of extreme weather events. In this context of climate emergency, education assumes a strategic role by contributing to the formation of critical and informed citizens capable of understanding and addressing contemporary socio-environmental challenges. Although the topic is included in guiding documents for Upper Secondary Education in the state of Rio Grande do Sul, its presence in pedagogical practice remains limited. This study aimed to analyze how teaching approaches to climate change are integrated into the school context, considering both teaching practices and official educational documents. The explicit inclusion of the topic in the state’s Reference Matrices occurred only recently, especially following the historic floods of 2024, which prompted a more direct institutional response. The research, qualitative and exploratory in nature, was conducted with five teachers from a state school in Caxias do Sul, through semi-structured interviews. The results indicate that, despite recognizing the relevance of the subject, pedagogical work on climate change remains occasional and fragmented, relying heavily on individual teacher initiative. Among the challenges identified are the lack of specific training, scarcity of adequate teaching materials, and limited time for planning. Nonetheless, efforts to develop interdisciplinary practices are evident, highlighting the school’s potential as a space for socio-environmental transformation despite existing structural constraints.

The research dealt with the teaching of pedagogues in teaching degree courses in an area other than Pedagogy and, in this context, analysed possible constitutive resonances in the training of future teachers of Basic Education. The research was carried out within the scope of a Master's Degree in Basic Education and was conducted based on the following question: “What formative specificities, arising from the teaching carried out by pedagogues in undergraduate courses in an area other than Pedagogy, constitute the future teacher of Basic Education?”. The work was analytically inspired by research inscribed in the field of teacher education, such as the works by Imbernón (2011), Tardif (2014), Nóvoa (2022), and Freire (1996). To produce the materiality, an online questionnaire was used with questions about training and teaching experiences in undergraduate courses. Statements by pedagogical teachers participating in the formative experiment derived from the research were also considered. From the materials produced, analysed in consonance with the legislation
that regulates the Teaching Degree in Pedagogy, an educational product was elaborated, considering a formative matrix that crosses the domains of qualification, socialization, and subjectivation (Biesta, 2013), through the methodology of a laboratory, privileging co-formation, the exercise of thought, experimentation,
craftsmanship, and training as (de)formation (Fabris, 2024), which allowed the establishment of an ethos of formation (Dal'Igna; Fabris, 2015). The argument developed, in dialogue with contemporary studies, points to the power of a collaborative formative process, which exercises thought and rehearses other ways of understanding teaching, also considered as a (de)formative process.

The increasing presence of migrant students in Brazilian public schools has revealed significant challenges  related to the reception, inclusion and education of this population in Basic Education. Although legislation guarantees access, there remains a gap between legal provisions and their implementation in daily school life, especially regarding teacher training, reception policies, and the recognition of linguistic and cultural diversity. In this context, the aim of this study is to investigate the principles and pedagogical practices that may support the development of a guiding booklet aimed at the reception and education of migrant students in Brazilian public schools. To this end, a qualitative and descriptive study was conducted, using three pedagogical booklets as its analytical corpus, grounded in Content Analysis Theory (Bardin, 2011). The results reveal that, although there are still gaps in the pedagogical practices applicable to everyday school life, the analyzed booklets broaden the understanding of migrant student reception and serve as a tool for teachers’ ongoing professional development. Based on this, it is argued that the inclusion of migrant students requires more structured institutional actions that integrate public policies, ongoing teacher professional development, and the appreciation of linguistic and cultural repertoires in order to promote a more equitable and democratic education.

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