CURRICULAR ENTROPY AND COMPLEX NETWORKS FOR THE DEVELOPMENT OF SCHOOL ENVIRONMENTAL PROJECTS (PRAE)
Abstract
This article presents a curricular entropy indicator and a complex network approach to the climate crisis to strengthen the development and contextualization of School Environmental Projects (SEPs). This research considers socio-environmental dimensions of the climate crisis, highlighting the need for a holistic understanding. In this sense, taking into account environmental factors related to this phenomenon, such as greenhouse gases (GHGs), fires, and deforestation, the implementation of the notion of curricular entropy is proposed as a teaching strategy that nonlinearly interconnects the curriculum, actively engages students, and strengthens environmental education. Furthermore, a methodology for assessing the entropy of a curricular design for a pedagogical intervention is presented, providing a metric for the diversity and complexity of curricular adaptation. In conclusion, the implementation of curricular entropy indicators and the implementation of complex climate change networks in School Environmental Projects (SEPs) promotes the understanding of flexibility, nonlinearity in the curriculum, and interdisciplinary processes associated with small-world networks.
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