the intention that students identify risks and evaluate the consequences of disasters. However, this approach does not offer reference to the explicit basic concepts of risk and disaster. In fact, the process of teaching/learning should focus on prevention and mitigation of disasters as crucial in creating a culture of prevention that can lead to reducing negative effects of the consequences . Since it is the last sub-theme of the 7th grade, the time teachers dedicate to risks is very variable (2 - 9 hours) which is clearly inappropriate for an adequate treatment of this theme. In addition, an analysis of more than a dozen textbooks revealed that the approach to the risks and disasters theme lacks clarity and scientific rigor, which has implications in the teaching/learning process. It is also worth stressing that all the necessary importance has not been given to some risks and disasters that cause most economic damage and human losses, such as forest fires and urban fires. The theme of risk is present again in the 9th grade of schooling by exploring human intervention in the creation or enhancement of risks, particularly related to climate change. However, issues related to prediction and prevention remain omitted In to overcome such gaps in school curricula it is essential to promote and develop approaches in greater depth. It would be relevant, for example, that all schools be associated with programs promoted by the ANPC. Encouraging results in the Municipality of Amadora Making Cities Resilient – Amadora is Getting Ready Over the past 20 years, the municipality of Amadora suffered many damages and human losses from natural and technological disasters, with particular emphasis on urban flooding (Image 7), urban, industrial and forest fires, land movements and road accidents. According to the civil protection statistics, more than 12,000 occurrences were registered between 2000 and 2010 (Chart 1). Image8 – Floods in municipality of Amadora (May, 2011) With a resident population of 175,135 (2011 Census), an area of km2 and a population density of 7300 inhabitants per km2 (2011 Census), the municipality of Amadora faced the following challenges till 2010: A weak participation of various stakeholders in urban planning and risk analysis process; A severe impact on the community of many extreme meteorological phenomena;
The theoretical and practical presentations to students always have had a and participatory component: Climate Change (Image 10) – students are invited to submit the most advantageous arguments in terms of mitigation or adaptation and applicable local scale; Risk and Disaster – main risks (natural and technological) that exist in the municipality and self-protection measures to be adopted in disaster situation; SOS Earthquake Exercise (Image 11) – practical exercise with students about the correct procedures before, during and after an earthquake; Image11 – School session “Climate Change” SOS Storm Exercise – practical exercise with the students on correct procedures before, during and after a thunderstorm; Risk Zones (Amadora) – the highest risk areas in the municipality and presentation of mitigation measures; Urban and Forest Fires – causes, consequences, self-protection measures and thematic visits to the most affected areas; First Aid – practical demonstration of procedures for basic life support; Emergency Kit – presentation of the main tools that are essential in a disaster situation; Anthropic Presence – the interconnection between the risks and planning; Theoretical and practical exercises on preventive measures to reduce the risks in the territory. Image12 – School session “SOS – Earthquake Exercise” In some schools where the acceptance of this project has been favourable it was possible to create “School Nuclei of Civil Protection” defined as spaces where students develop work related to the Civil Protection themes (hazards, disasters, prevention, rescue, recovery, etc.) and promote awareness and training in the classes to which they belong. There are currently three “School Nuclei of Civil Protection” in three schools (Secondary School Fernando Namora, Primary 2+3 School Miguel Torga, and Primary 2+3 School