Extreme Heat Threatens Education in Brazil: Urgent Adaptation Needed
Intense heat in Brazil, particularly in cities like Belém, significantly impacts education. Over half of Brazilian schools are located in regions experiencing extreme heat. This climate crisis results in diminished learning, especially affecting students in lower-income areas. The findings highlight environmental racism and call for urgent adaptation measures in educational infrastructure.
In 2024, Belém, Pará, faced extreme heat for 212 of the 366 days, with temperatures consistently exceeding the regional average. This made it the second hottest city in Brazil, as per the National Disaster Monitoring Center (CEMADEN) data derived from satellite imagery. João Victor da Costa da Silva, a 15-year-old student, reported significant challenges in concentrating during classes due to the oppressive heat, often leading to discomfort and difficulty in learning.
Analysis indicated that during extreme heat events, temperatures in Belém surged by an average of 5°C beyond normal levels. This increase forced some educators to pause lessons altogether. Despite attempts to mitigate the heat with fans and open windows, the classroom conditions remained subpar, often exacerbated by smoke from nearby Amazon fires, complicating the learning environment for students.
The adverse conditions observed in Belém are prevalent across Brazilian cities, particularly in the Amazon region. A study conducted by the Alana Institute alongside the NGO Fiquem Sabendo revealed that 64% of schools in major urban areas are situated in regions experiencing a temperature increase of at least 1°C above average urban temperatures, with a significant portion in so-called ‘heat islands.’
Furthermore, the research highlighted alarming disparities based on race, noting that 36% of schools with predominantly Black student populations are in heat islands compared to just 16% for predominantly White schools, underscoring issues relating to environmental racism. A substantial number of students—approximately 370,000—attend schools located in regions highly susceptible to heat-related risks, many situated near impoverished communities.
The detrimental effects of high temperatures on educational outcomes are emphasized through research which correlates increased heat with reduced learning capabilities. A World Bank analysis revealed that for every day of extreme heat (over 26.7°C) in the previous three years, there was a corresponding decline in student performance. In Brazil, a temperature rise of 1°C prior to educational assessments was linked to a 10% loss in learning.
Additionally, the findings reflect that students in poorer regions are disproportionately affected due to inadequate access to climate control facilities, as many schools lack electricity and air conditioning. Comparisons with countries like Gambia illustrate the extreme disparities, with significant temperature differences during school days impacting learning outcomes.
Ricardo Henriques, executive superintendent of the Unibanco Institute, advocates for comprehensive air conditioning solutions in schools, rejecting the notion that such necessities are a luxury. He emphasizes that maintaining suitable classroom temperatures is vital for educational quality. Piauí serves as a model for proactive measures, with plans to equip schools with air conditioning by 2026.
While state-level initiatives progress, municipal schools often lack the necessary funds for such advancements, leading experts to propose nature-based solutions. Ms. Barros suggests implementing green infrastructure and ample vegetation around schools, which can effectively mitigate the impacts of extreme heat on educational environments.
Some initiatives, such as the Formigas de Embaúba project, demonstrate the effectiveness of nature-based solutions in creating cooler learning environments by planting mini-forests in underserved regions of São Paulo. Temperature disparities observed between natural spaces and urban concrete highlight the urgent need for such interventions in climate strategy.
Furthermore, Ms. Braga notes that excessive heat hampers students’ attendance and focus, resulting in long-term income disparities. With climate-adaptive school infrastructure still lacking, educational opportunities for disadvantaged youth appear increasingly jeopardized. UNICEF’s Mônica Dias Pinto emphasizes that climate change exacerbates vulnerabilities among young people, underscoring the need for unified action to ensure their educational rights are upheld.
The report stresses the urgent need for climate adaptation measures in educational infrastructure, particularly in high-temperature regions of Brazil. Disparities based on race and socioeconomic status reveal systemic inequalities exacerbated by climate change. Advocating for solutions such as air conditioning, green infrastructure, and community-led initiatives can greatly enhance the learning environment for students, ensuring they are not disproportionately burdened by the ongoing climate crisis.
Original Source: valorinternational.globo.com