Agenda 2030 - Traffic in Brazil: Education and Continuing Training

• Autor(a) principal: Selma Aparecida Leite de Andrade
• Data de Publicação: 2021
• Outros Autores: Maria Dulce Santiago de Carvalho
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.36367/ntqr.9.2021.163-171
• topic: Agenda 2030; SDG; Traffic; Education; Continuous Training; Agenda 2030; ODS; Trânsito; Educação; Formação Continuada

This study addresses the interface between the Sustainable Development Goals (SDG), from Agenda 2030, and the road traffic in Brazil. It relates economic, political, social and health aspects to education and the continuous training of drivers. It brings up the debate on Social Psychology and psychological assessment as an alternative for prevention. In Brazil, traffic mainly victimizes children and young people between 5 and 29 years old and compromises 3% of GDP per year on those events. In this context, the question arises: to what extent the characteristics of drivers impact the formulation of public policies for education and traffic training? The study aims to know, interpret, and analyze the characteristics and perceptions of Brazilians regarding the act of driving. With an exploratory feature and with a mixed quali-quantitative method, it starts from the bibliographic and documentary review. In the sample, composed of 120 spreadsheets with driver data between 2016 and 2020, it was selected information about sex, profession, education, relationship, and perception with the act of driving. The assortment of these data was supported by the Web Quantitative Data Analysis tool (webQDA). The results show the prevalence of males, secondary education, diversity in the profession and the driver’s license as access to Work, Livelihood and Survival. Content analysis considers the characteristics of drivers to be relevant in the development of education policies for traffic and emphasizes continuous training as an essential strategy. The research supported by webQDA proved to be fruitful. It is recommended to expand the use of its resources in future studies. Prioritizing cognitive, regional, and cultural particularities of subjects in education and continuous training policies without transition in the interface with the SDGs and the 2030 Agenda results in mobility benefits for the whole society.