Community Risk Plan as a Non-formal Education Strategy Aimed at Unplanned Urban Communities: Plan comunitario de riesgos como estrategia educativa no formal dirigido a comunidades urbanas no planificadas

Introduction: Unplanned urban communities are a reality, with socioorganizational characteristics that make them vulnerable to adverse events; therefore, building a more resilient community should take place from non-formal education in disaster risk management. The intentionality of this study is t...

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Autores:
Tipo de recurso:
Article of journal
Fecha de publicación:
2024
Institución:
Universidad Antonio Nariño
Repositorio:
Repositorio UAN
Idioma:
spa
OAI Identifier:
oai:repositorio.uan.edu.co:123456789/11063
Acceso en línea:
https://revistas.uan.edu.co/index.php/papeles/article/view/1721
https://repositorio.uan.edu.co/handle/123456789/11063
Palabra clave:
Educación no formal
gestión de riesgos
desastre
resiliencia
comunidad
Non-formal education
risk management
disaster
resilience
community
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Copyright (c) 2024 José Rosales-Veítia, Arismar Marcano-Montilla
Description
Summary:Introduction: Unplanned urban communities are a reality, with socioorganizational characteristics that make them vulnerable to adverse events; therefore, building a more resilient community should take place from non-formal education in disaster risk management. The intentionality of this study is to design an educational proposal where the community risk plan is used as a strategy for non-formal education in unplanned urban communities, case study: La Lagunita - Sucre, Mariche - Miranda state, Venezuela. Methodology: Qualitative - interpretative study with feasible project modality. For the collection of information, we worked with four community leaders chosen from a criteria-based sampling, to whom an interview was applied for the development of the diagnosis; the feasibility of the proposal was determined from a SWOT matrix. Results and discussion: The diagnosis allowed to recognize that the informants lack the knowledge for disaster risk management, but that they have the willingness to participate in educational interventions that train them in this particular; the SWOT matrix helped to understand that the proposal is viable. The proposal is based on a total of seven training phases, where strategies are proposed for addressing the pedagogical moments of a formal learning situation (beginning, development and closure). Conclusions: The findings underline the importance of developing training programs adapted to the specific needs of these communities, taking advantage of the strengths of community organization and the willingness for teamwork.