Dear Colleagues,

This Special Issue will comprise a selection of papers addressing relations between water (W) and climate change (CC), with a special focus on environmental education for sustainability (EES). Existing literature and advances of research shows that the contributions of the Science of Sustainability and its applications to the field of EES are helping to clarify the relationship between W and CC, in its different dimensions, causes, consequences, problems and educational solutions.

The interactions between these two conceptual areas (W & CC) scientifically complex and with a non-extendable socio-educational dimension at the present time. In isolation, Water  and Climate Change constitute two relevant topics of undoubted scientific interest, subject to historical perspective, endowed with an epistemological tradition, conceptual entity and research traceability. Today they represent two of the most demanded topics in the field of environmental problems, pressured by a growing contemporary attention and with infinite and inexhaustible possibilities of study. Its place in the Institutional Agendas of contemporary research and Statements occupies one of the positions of first level in the world panorama (Water decade 2018-2028; ONU 17SG, COP-21, París agreement).

Together, W&CC, they are undoubtedly two planets in a galaxy of scientific interactions with a vital need for exploration that can not be extended and can not be bounced. By approaching them together, their fertility is exponentially increased as a relevant, necessary, urgent and exciting field of study. For its part, water as an essential element of life, represents one of the most original and unique characteristics of Planet Earth with respect to the rest of the ingredients of the cosmos. Whether because they intersect large dimensions of complexity that require attention on the one hand scientific-natural aspects and environmental phenomena, physical and chemical pure and hard domain of Natural Sciences; either because the arrow of time is present in them and the explicit vector of geospatial and territorial change is conditioned by hermeneutical variables and human, cultural, sociological, political, economic, psychological and pedagogical components that amplify and widen the artificial limits of any object of artificial study alien to the systemic, complex and multidimensional interactions that brings about the encounter and intersection of physical phenomena with social ones.

The characterization of the Anthropocene era as an unprecedented stage of scientific and paleoclimatic cartography is perhaps the most illustrative example of this superposition of contemporary fields, approaches, currents and interests. With this thematic monograph we make a call to the meeting and intersection between these two conceptual areas, inviting the crossing of research traditions from the systemic approach of the Sustainability Sciences and the recent contributions of the New Explanatory Paradigms of the Social Sciences, emphasizing in the role that EES must play before these unpublished, controversial socio-scientific scenarios and planetary emergencies.

Therefore, we encourage authors to submit their contributions and address some of the lines of intersection of these two scientific fields:

• New water culture: methodological approaches and socio-ecosystem perspectives on W&CC.
• Curricular aspects of W&CC and EES.
• Textbooks and visions of W in the face of CC challenges.
• Narratives of W&CC in videogames, films, literature, stories and contemporary art.
• Teaching-learning resources of W&CC.
• Learning Based on Problems of W&CC.
• Centers and interpretative resources of the heritage and the conservation of ecosystems, spaces and species: W&CC.
• Education and Desertification: Educational programs and social actions from participatory research on W&CC and EES.
• Sociocritical paradigm from the new conceptions of socio-ecosystem services, educational implications for the curricular treatment of W&CC.
• Challenges of education in the face of migratory phenomena and the environment linked to W&CC.
• Competencies and new literacies against extreme hydrological phenomena, vulnerability and environmental risk derived from W&CC.
• Environmental disasters, natural catastrophes, W&CC, the educational dimension.
• Environmental Justice, W&CC and exploitation of resources.
• Narratives of W&CC in different geographical contexts.
• Woman rol and W&CC.
• Indigeous paradigme research and W&CC.
• Social conflicts, normative regulations and territorial claims on W&CC.
• Postcolonialism and alternative readings of W&CC.

Aware of the complexity of the topic and the multiplicity of contemporary edges and challenges that it poses to scientific research, to politics, to economics, to education, to sustainability and to the citizen of our time, we open the range of options by making a call for multidisciplinary contributions to address the issue. And we dare to suggest the need to advance and deepen in the "substantial images of water", overcoming the "epistemological obstacles" that the sciences themselves construct when demarcating artificial conceptual and methodological limits; as Gastón Bachellard (1942) put it in his "Essay on Water and Dreams", where he tries to construct a hermeneutic of the material imagination challenging to overcome superficial approaches: "Dreamers often entertain themselves more than they are. seduced by the superficial games of the waters. Water is in this case an adornment of its landscapes; it is not really the substance of your day dreams ... "

References:

ARTO, M., MEIRA, P.A. y GUTIÉRREZ, J. (2017). Climate literacy among university students in Mexico and Spain: influence of scientific and popular culture in the representation of the causes of climate change, International Journal of Global Warming, Vol. 12, n. 3-4, pp. 448-467

BORGES, M., CARVALHO, I. C. de Moura, STEIL, Carlos Alberto. A juçara vai à escola: aprendizagem entre pessoas, coisas e instituições. Horizontes Antropológicos, v. 21, p. 309-329, 2015.

CARVALHO, I.C. de Moura (2014). A perspectiva das pedras: considerações sobre os novos materialismos e as epistemologias ecológicas. Revista Pesquisa em Educação Ambiental (Online), v. 9, p. 69-79.

CARVALHO, I. C. de Moura, MEDAETS, Ch. (2017). L'education environnementalale comme éducation morale. In: Pierrot, Alain, Carvalho, Isabel Cristina de Moura, Medaets, Chantal. (Orgs.). Domination et aprendissage. 1^a. ed. Paris: Hermann Éditeurs, , v. 1, p. 247-260.

CARVALHO, I.C. de Moura, MUHLE, R.P. (2016). Intenção e atenção nos processos de aprendizagem. Por uma Educação Ambiental fora da caixa. Ambiente & Educação: Revista de Educação Ambiental, v. 21, p. 26-40.

CARVALHO, I. C. de Moura; STEIL, C. A. (2018). Diálogos con Tim Ingold. Diferentes aportes en el ámbito de la antropología fenomenológica. Revista Tópicos del Seminario, N. 39, pp. 101-124.

FRIZZO, T. C.; CARVALHO, I.C. de Moura (2018). Políticas públicas atuais no Brasil: o silêncio da educação ambiental. Rev. Eletrônica Mestr. Educ. Ambient. Rio Grande, Ed. Especial EDEA, n. 1, p. 115-127. Disponível em: https://periodicos.furg.br/remea/article/view/8567/5505

GALVÁN, L., OUARIACHI, T., POZO, MªT., GUTIÉRREZ, J. (2018). Oustanding viedogames on water. A Quality Assessment Review Based on Evidence of Narrative, Gameplay and Educational Criteria. Water 10 (1404) , pp. 1-30.

GONZÁLEZ GAUDIANO, E., MALDONADO GONZÁLEZ, A.L. & SÁNCHEZ CRUZ, G.E. (2018). The vision of high school students regarding their vulnerability and social resilience to the major adverse effects of climate change in municipalities with a high risk of flooding. Psyecology: Revista Bilingüe de Psicología Ambiental, 1–12. DOI 10.1080/21711976.2018.1483568

GUTIÉRREZ, J. & PIRRAMI, F. (2011). Water as focus of Problem-Based Learning: an Integrated Curricular Program for Environmental Education in Secondary School. US-China Educational Review, Vol. 8 (7), pp. 270-280.

GUTIÉRREZ, J. & RETA, J. (2014). Environmental governance, service quality and drinking water: a participatory diagnosis conducted though a water ombudsman. International Journal of Water, Vol. 7 (1), pp. 1-19.

GUTIÉRREZ, J. (2014). Latin American narratives of sustainability: opportunities for engagement through films, International Journal of Sustainable Development, 17 (2), pp. 1-14.

MALDONADO-GONZÁLEZ, A.L.; SÁNCHEZ-CRUZ, G.E.; BELLO-BENAVIDES, L. O. & GONZÁLEZ GAUDIANO, E. J., (2018). Shared commitments towards social resilience in populations vulnerable to extreme weather conditions, Southern African Journal of Environmental Education, Vol. 35, DOI 10.4314/sajee.v35i1.3

MEIRA, P.A., GONZÁLEZ, E.J. & GUTIÉRREZ, J. (2018). ­­­­Climate crisis and the demand for more empiric research in Social Sciences: emerging topics and challenges in Environmental Psychology,  Psyecology, Journal of Environmental Psyecology, 9 (3) pp. 3-17.

MEIRA, P.A., GONZÁLEZ, E.J. y GUTIÉRREZ, J. (2018). ­­­­Climate crisis and the demand for more empiric research in Social Sciences: emerging topics and challenges in Environmental Psychology,  Psyecology, 9 (3) pp. 3-17 (SJR-Q4, Scopus, ISSN: 2171-1976)

PAYNE, P.; RODRIGUES, C.; CARVALHO, I. C. de Moura (2018). Affectivity in environmental education research. Revista Pesquisa em Educação Ambiental, vol.13, Especial, pp 93-114.

PIERROT, A.; CARVALHO I. C. de Moura; MEDAETS, Chantal (2017). Considérations préliminares sur la domination éducative. In: Pierrot, Alain; Carvalho, Isabel; Medaets, Chantal. (Orgs.). Domination et aprendissage. 1^a. ed. Paris: Hermann Éditeurs, v. 1, p. 07-19.

SOARES, A.P., CARVALHO, I. C. de Moura (2017). Conflits environmentaux et moralités ecologiques. In: Pierrot, Alain; Carvalho, Isabel Cristina de Moura, Medaets, Chantal. (Orgs.). Domination et aprendissage. 1ed.Paris: Hermann Éditeurs, , v. 1, p. 261-278.

STEIL, C.A.; CARVALHO, I.C. de Moura (2014). Epistemologias ecológicas: delimitando um conceito. Mana (UFRJ. Impresso), v. 20, p. 163-183.

Prof. Dr. José Gutiérrez-Pérez
Prof. Pablo Angel Meira Cartea
Dr. Edgar Gonzalez-Gaudiano
Prof. Dr. Michael Sato
Prof. Dr. Isabel Cristina de Moura Carvalho
Guest Editors

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• Environmental Education
• Water
• Climate Change
• Multidisciplinary Research
• Alternative Narratives