Characterization of the role of schools in building resilience for water-related extremes for water security and adaptive management

Código

I-EBHE0134

Autores

Marcos Roberto Benso, Denise Taffarello, Jamil Alexandre Ayach Anache, Maria de Andrade Rocha Alencar Castro, Suzana Maria Gico Lima Montenegro, Eduardo Mário Mendiondo

Tema

WG 3.1: Strategic UN-Collaboration Group (SCG-Hydro)

Resumo

Education, in all its levels, is the basis of scientific development. Schools promote well-being and increase societal capacity to overcome environmental risks and, despite also being a vulnerable infrastructure, provides shelter and an involved community that increases coping capacity to deal with situations of water insecurity. Water security is a multi-faceted concept that includes supplying water to human needs, safeguarding water to ecosystems functioning, providing resources for economic development and resilience against water-related disasters. The Brazilian Water Security Index (WSI) created by the National Water and Sanitation Agency (ANA), encompasses the four dimensions of water security, however, the resilience dimension is still focused only on water scarcity. Moreover, although formal education and schools play an important role in environmental management, it has been overlooked as an element of water security and adaptive management. The objective of this work is to propose more factors that can influence resilience in the perspective of water-related problems including floods and geo-dynamic disasters triggered by heavy rainfall and incorporating of schools in water security and adaptive management. All the indices were aggregated at level 7 catchments using the Pfafstetter Coding System for all Brazilian territory. The factors affecting resilience were (1) water scarcity (potential dam reservoir volume, Q90/QML, groundwater yield potential, annual rainfall coefficient of variation), (2) school and education (number of teachers, numbers of students, number of schools), (3) water-related disasters (disaster risk area ? BATER ? , municipality monitored by the National Center for Monitoring and Early Warning of Natural Disasters ? CEMADEN, number of hydrological stations for disaster risk monitoring), and environmental (percentage of forested area). The factors were ranked using factor analysis on mixed data (FAMD), which is a principal component method used to analyze datasets that contain both quantitative and qualitative variables. The factor analysis is used to test if the components defined theoretically are well balanced. The indices were aggregated into a composite index using random weights methods (RW), which is a Motercarlo with 1000 simulations to measure how uncertainty in the input factors propagates in the general structure of the new composite indicator. The next step involves exploring the hypothesis that schools enhance coping capacity through educational activities focused on risk awareness, shelter, and establishing a network for response actions during water-related disasters. We propose three case studies target school communities in Corumbataí River Basin/SP, Taquarí River Basin/RS, and Cabiparibe Riber Basin/PE, aiming to contextualize the new composite index within a collaborative knowledge development process.