The climate emergency in science teaching: the necessary knowledge for a pedagogical work proposal through scientific educommunication

This article is inserted in the field of Environmental Education, focusing on the reflection of methodological aspects that involve the inclusion of climate emergency in science teaching. The study dives into the analysis of possible congruences between Edgar Morin's ideas, more specifically in his work "The seven knowledges necessary for the education of the future" and the problematization of the climate crisis in school context, based on the following question: What are the key issues to be prioritized in science teaching to address the climate emergency? Based on this study we propose "The Knowledges needed for Climate Crisis Education": the blindness and pertinent knowledge of the climate emergency; human and environmental complexity; the uncertainties about the climate crisis; and earth identity, ethics and understanding, urgent needs for mitigating the climate crisis. Regarding the methodological perspective, we present "scientific educommunication" as a proposal capable of helping teachers in addressing the issue with students. Thus, we believe that it was possible to present a timely contribution to the field of Environmental Education and Education for Climate Emergency, especially regarding the potential of complex thinking for a transdisciplinary approach to climate change in secondary education.