Mudanças climáticas, ecoansiedade e práticas didático-pedagógicas no ensino superior: uma revisão narrativa
DOI:
https://doi.org/10.26849/bts.v52.1044Abstract
The study carried out a narrative review of Brazilian literature on climate change, eco-anxiety, and didactic-pedagogical practices in higher education. The research included theses, dissertations, and articles published in databases such as CAPES, BDTD, SciELO, and Google Scholar. A total of 11 works were identified, highlighting a gap in national production on the topic. It is concluded that universities can play a strategic role by incorporating institutional policies, teacher training, and psychological support that address the socioemotional dimensions of teaching about climate change.
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