Insertion of the Transversal axis of Risk and Climate Change, based on the 4 pillars of education, in the subject International Accounting Standards, in the Matagalpa FAREM in the I Semester of 2012

Abstract

The present is the final work of the diploma course "Risk Management and Climate Change", given to teachers of the UNAN Managua with the purpose of strengthening the insertion of the transverse axis in these issues in the educational curriculum.

From FAREM Matagalpa, a group of five teachers from the three departments have the opportunity to raise awareness and acquire tools for the insertion of the axes of climate change, risk management, governance and gender. Within a process of curricular transformation and with a new pedagogical model that includes the four pillars of education, to be able to experiment and experience didactic strategies more in line with the new paradigms that UNAN Managua tries to promote.

"The cross-sectional contents are educational content based on social ethics valid for all students, regardless of beliefs, political or religious ideas. Open principles, values ​​that give dignity can not have borders, but must permeate all school activities. " Returning to Petrus (1998), cited by Acosta.

It is intended to go beyond the transmission or learning of content, in fact it refers mainly to the progressive achievement of reflection, awareness, awareness and entrepreneurial capacity, to extend its participation to the rest of teachers, which is not achieved if it is not reinforced. in the different instances and stages of the university education, taking into account the attitudinal objectives or awareness process, through the strengthening of values, the conceptual objectives or awareness process, through the understanding of the natural environment, and the participation of the university community, to prepare professionals for life, implementing appropriate strategies and the incorporation into the study plans of subjects which will give it a transversal character, pointing out that the transversal axis does not respond to conceptual objectives, but rather points especially to the socio-emotional development of the student and l teacher