Vol. 23-24 No. 1 (2017)

Portuguese-speaking countries are at different levels in promoting Environmental Education (EA). A first survey conducted in 2017 shows that EA is mostly the responsibility of the Ministries of Environment and Education, with a role reserved for local administration and schools. While more significant in Brazil and Portugal, public support is widespread in most countries. The support of international organisations is mainly found in African countries and East-Timor while, albeit at different levels, national NGOs, foundations and national companies are present in all countries and contexts. In sum, although unevenly and in some countries still embryonic, these early results demonstrate that EA has already entered the public and political agendas of all Portuguese speaking countries. Therefore, to enhance the effectiveness of implementation, to improve public policies, and to ensure greater resilience to face the coming challenges, it is of particular importance to deepening the analysis and the knowledge of the EE field in the Community of Portuguese-Speaking Countries.

This paper introduces the participatory design of monitoring and evaluation framework for projects and public policies in environmental education in Brazil. This process has been developed by ANPPEA – National Articulation of Enviromental Education Public Policies, with the general objective of contributing to the strengthening of the policies of transition to sustainable societies in the country. Thus, a digital platform based on database and indicators of monitoring and evaluation is under development. The theoretical-methodological framework that supports the Brazilian Platform for Public Policies in Environmental Education Monitoring and Evaluation project is based on multicentric public policies concept which govern and society has shared responsability and put themselves as partners to the formulation, implementation and monitoring of public policies. This framework also allows a multiscalar approach over public policies of environmental education, starting from the identification of actors in their different fields and spatial scales, providing relevant subsidies for the analysis of the extension and relationship between public policies in the territory. So far, about 300 people from di erent sectors were involved in the process that resulted in the diagram of articulated dimensions of indicators for monitoring and evaluation of public environmental education policies.

This text presents an analysis of the training of trainers in Environmental Education (EE) developed by the Campinas Environmental Educator Collective (COEDUCA), stimulated by a public policy in Brazil. The objective was to educate environmental educators in a critical, libertarian and emancipatory perspective, seeking to give greater power to regulate society over the State, that is, to educate citizens who are active in the defense and expansion of their rights and who are self-determined to act, thus contributing to the building of sustainable societies. The analytical focus is the increase and/or diminution of the action potency.

In São Tomé and Príncipe, changes in lifestyles and consumption patterns have led to an in-crease in the import and marketing of a wide variety of packaged products, leading to an in-crease in the production of solid urban waste. As an island country, waste management has been a major problem. For this reason, environmental education projects are more urgently needed to stimulate reduction, reuse and separation at source. The aim of this study is to know the uses that the people who go to the dump make of the collected residues and the economic importance of this activity for the families, to sensitize the different agents related to the waste management to the importance of the prevention and reduction of waste production. A questionnaire was applied to the residents of the Wastebasket and an interview was held with the representatives of the District Chambers of Água-Grande and Mé-Zochi. An action was taken to sensitize the children attending the nearest school. The results show that there is widespread awareness of the adverse consequences of direct handling and non-treatment of waste, but perpetuates its collection for economic reasons and the lack of more restrictive management rules.

Assuming the strategic role of municipalities, local communities, and Environmental education in the joint e ort to climate change response, the ClimAdaPT.Local project aimed to launch a set of Municipal Strategies for Adaptation to Climate Change and its integration into municipal planning. The objective was to achieve this goal by developing tools and methodologies, by training local technical sta of 26 municipalities, and by empowering of local actors. This last factor emerged as a sine qua non condition to reach the planned goals and to provide new opportunities for individual and social transformation that can enhance local and global resilience. For this end, within other local actors, teachers of all levels have been mobilised, as well as their formative experience, and their pedagogical capacity to promote individual and collective re ection. This chapter is focused on results of a questionnaire survey, and will draw some conclusions from a comparative analysis that posits the added value of teachers in the community mobilisation process, and confronts their positions, capacities and predispositions with other local actors equally mobilised for adaptation and environment protection.

Food wastage has been fully debated due to the need to eradicate hunger and environmental problems. In this respect, UFRGS CLN developed in municipal schools of Caxias do Sul/RS, supported by the City Hall, the University of Caxias do Sul and the Pampeanos Institute of Environmental Preservation, an environmental education project focused on combating food wastage. The project included more than 1,100 students in grades 6 through 9 of elementary school. The project included extracurricular activities proposed by a multidisciplinary group. For example, vegetable gardens were planted in schools, seminars dealing with the relationship between food waste and the environment were developed; as well as competitions; and composting and cooking workshops. For the development of the actions, the City Hall chose five schools with social vulnerability situations. Considering the total indications from schools, 84.7% point the students were satisfied with the activities and 93.7% stated the activities were instructive. Regarding students information, 50.0% of the indications show that were taken initiatives at home after the project started in school. The results are considered satisfactory, but there are still opportunities for enhancement.

This paper presents the results of a research on global climate change in the school context. Data were collected with a group of teachers from the public network of the city of Curitiba / PR (Brazil). The aim of the research was to identify the relation between the contents of their discipline (greenhouse effect, ozone layer, carbon dioxide) and global climate change, considering the potential that the teachers of Natural Sciences of the 6th and 7th year of elementary school. These contents have for carrying out actions in the field of Environmental Education. Thus, the support of authors such as Artaxo (2014), González-Gaudiano and Meira-Cartea (2009) and Teixeira e Torales (2014) were defined on the theoretical basis. The qualitative methodology was adopted, with the data collection done through an interview with the teachers. In the analysis of the data it was observed that the participants related the contents that they teach with global climate change, although without articulation with the other areas of knowledge, which restricts the interpretation of the phenomenon that is characterized as complex, hybrid and requires an effort Interdisciplinary approach for their understanding.

Aquaponics is an activity that combines aquaculture and hydroponics. Usually, it consists on a closed-circuit combination of fish farming and plant growth, both of which are destined for human consumption. Fish excrete ammonia, which, after transformation by nitrifying bacteria, is used as nutrients by plants. This way, water becomes clean again and available for sh. This closed circuit allows to increase food production in a sustainable way, to save water and to avoid soil and water pollution. Aquaponics is a transversal concept, ranging from the local subsistence agriculture context to a global level, marked by overpopulation and the depletion of resources. For this reason, aquaponics is being approached in an emerging way by environmental education programs all over the world. EPAMAC is a professional school in Portugal, which is present in several projects associated with the subject, and has been proven to be an ambassador of the concept of aquaponics in the Portuguese educational system.

Current patterns of food consume have high influence on Climate Change (CC), which has an ongoing “Mediterranization” pattern in the north of Iberian Peninsula. Since the change of behavior is the most critical component in this matter and being diet patterns one of the aspects in which personal decisions most can influence this change, it is important that resources such as the Environmental Education Facilities (EEF) act at a community level. This project aims to promote the EEF as mediators between CC-food patterns and the local communities, within the Euro Region of Eixo Atlântico (Galicia, Spain and the Northern Portugal). Throughout a methodology of investigation-action (I-A) and using three levels of EEF – a pilot EEF, a restrict set of EEF, and a wider set of EEF – it will be developed a sociopedagogical intervention. The first two levels will participate in groups of I-A and all the levels will have training courses. It is expected that this projects leads to an effective change of behavior among citizens and communities concerning CC.

Equipment of environmental education for sustainability (EqEE) is a major booster for the local development. The present paper was focused around creating an environmental education strategy through the installation of an EqEE in a territory known as the core of the Entre-Norte-e-Centro. This territory, located between the northern and central areas of mainland Portugal, includes seven municipalities: Aguiar da Beira, Castro Daire, Moimenta da Beira, Sátão, Sernancelhe, Tarouca and Vila Nova de Paiva. The cultivation of apple trees’ orchards stands out in this rural territorial area, and the existence of an EqEE registered with the National Environmental Information System should also be noted. The option to establish an “Apple Pedagogical Farm” in this land emerges as an innovative EqEE with multiple valences - there is no EqEE with similar features on the Iberian Peninsula - and adds value to the existing endogenous resources. There is a suggestion for the “Apple Pedagogical Farm” to be located at the municipalities of Moimenta da Beira or Tarouca, as they present the largest area in the territory, or hold sectors with fresh fruit orchards or even include optimal areas for their future introduction, in addition to having more water resources and easy accesses. This EqEE will have projection, attractiveness and competitiveness, if the overall commitment from the seven municipalities ends up being cohesive, cooperative, participatory and innovative.

Santiago de Compostela has municipal urban gardens since 2008 thanks to a pilot project of allotment instalation in Belvís park, related with a strategy of the city council for diversify the green zones uses including a healthy leisure way. The aims were the recovery of traditional knowledge, the landscape improve and the ecological agriculture promotion. Nine years after, with the new instalations as answer to the citizen demand, the city has a network with five spaces more and around two hundred allotments. Participating profile is diverse, wich allows intergenerational relationships and the emergence of comunitary dinamics. However, despite it social and educative potential, there isn’t an Environmental Education program since 2011. This work expects to emphasise the relevance of these equipments to promote a sustainable feeding and the citizen reconciliation with the cultural and biological heritage of the Galician agroecosystems. For that, it goes in depth in this experience since the protagonists view by semistructured interviews to users and technic and politic reponsibles, complemented with a discussion group. Definetily, it hopes to arouse a reflection about implications of these initiatives for the build of a social and environmental sutainability culture in the Galician urban contexts.

The environmental team of the National Institute of Metrology, Quality and Technology, in Brazil, is challenged to turn the institution aware of the importance of biodiversity conservation when it realizes that its management doesn’t prioritize the minimizing the negative impacts of its operations on the environment. It happens that its Laboratory Campus is just at the meeting of three conservation units and promotes the connectivity between remnants of the Atlantic Forest, in the fragmented periurban landscape of Rio de Janeiro outskirts. Thus, issues such as waste disposal, effluents treatment and external areas maintenance can not be neglected and should include the recovery of degraded protected areas along riverbanks and on slopes. In order to gain space in the internal media, and in the institutional agenda, the team promotes plantations, trails and lectures, open to employees, but aimed at making managers aware of legislation compliance. With the dissemination of the event and its results, it reaches everyone, below and above in the institutional hierarchy. This way, it is expected that managers will be more committed to environmental issues. This paper presents an overview of Environmental Education in Inmetro, discusses alternatives to consolidated practices and assesses its application, allowing for its future improvement.

Citizen’s science is one of the emerging ways of bringing science closer to citizens, showing its capacity to contribute to a more participatory science and its involvement in several activities developed, namely those that focus on education for sustainability. Citizen’s science has a great potential for the citizen’s engagement and commitment in the main challenges of society. The preservation and promotion of biodiversity is one of the examples which the link between those who make science and the citizens is essential for the achievement of the proposed goals. The creation of a database of biodiversity supported by the concept of citizen science and promoter of urban biodiversity and a project for waste’s reduction and recovery, contributing to the reduction of waste accumulation in cities, are the two examples proposed by the Landscape Laboratory and reported here. Citizen’s science can, therefore, be an essential tool for the engagement of ordinary citizens. It also should be used as a motivating tool for the school community involving them in the protection and promotion of biodiversity.

The CMIA of Vila do Conde presents as its main goals, not only the monitoring of environmental indicators, as well as the correct interpretation and dissemination of the values, resources and issues surrounding the environment. The activities with greater success among our visitors are exploration trails, that allowed meeting a numerous species and promoting the change of behaviors among different age groups ranging from preschool to adulthood. In these activities, they watched birds, plants and marine species and recorded Information about them in on-line platform: BioDiversity4all – Biodiversidade para todos. A study was carried out with the participants of these activities, and we found that they have made possible to stimulate, motivate and explain to the public that visits us through a playful way everyone can contribute directly to the biodiversity survey and contributing effectively to the conservation of biodiversity and the environment that surrounds them.

A process of development of the environmental education area began in 1983 at Escola Superior de Agricultura “Luiz de Queiroz”, of Universidade de São Paulo (ESALQ/USP). In the 2000s were creating subjects for graduation and post-graduation. The disciplines have in common the perspective of students to carry out their own formation as professionals and citizens. The theoretical perspectives are based to environmentalism, utopianism and emancipatory education. They develop two techniques highlighted in this article: Minimum / Maximum Possible Intervention (MIP) and Logbook. The research that bases the present article is qualitative, using participant observation, procedural evaluations and educative interventions with the students of the mentioned disciplines. The results were positive from the point of view of involvement and participation, remaining questions about the actual deepening of specific contents. It is noticeable the development of the protagonism, autonomy and capacity of articulation of contents and actions in the students. The use of the mentioned techniques suggests in favor the development of subjects committed with transformations of their territory and presents itself as proposal of improvement of teaching learning processes in higher education.

In the year 2012, an Environmental Education Integration Assessment was carried out in the new school curricula in Cape Verde (primary and secondary education). Six teaching institutions were visited, three of which were basic education (two with a new curriculum and one with an old curriculum) and three from secondary education, one with a new curriculum and two with a curriculum vitae), all on Santiago Island. The new curriculum was evaluated positively regarding the integration of the EE and strategic guidelines were elaborated, seeking to contribute with the improvement of the process.

In S. Tomé and Príncipe the National Park Obô was created in 2006 with the mission of preserving the important biodiversity of the territory. The present study sought to test the knowledge and perceptions of the Park of 112 students attending two schools in the Capital District, 51 from the 7th year and 61 from the 11th year of schooling. To this end, a questionnaire was administered to determine whether the students had already visited the Park; whether they knew the reasons for its creation; the type of activities that should or should not be allowed in it; the advantages and disadvantages of its existence; and if they had already benefited from it or not. The content of the answers was very similar in the students of both years of schooling, and most of them admitted to never having visited the Park and showed difficulties in locating it geographically. However, they were able to state several reasons to justify its creation, highlighting more advantages than disadvantages and claiming that its existence was not negative in personal or family terms. Overall, the respondents revealed a significant lack of knowledge of the National Park and schools seems not to have done enough to promote knowledge and the desire to visit.

This article aims to show the importance of environmental education projects in the 1st Cycle of Basic Education, through Curricular Enrichment Activities (AEC). It is in the first years of schooling that students should start working on issues related to environmental education in order to raise awareness of environmental good practices. In this context, the project “Recycling the World” was born in the Gonçalo Mendes Schools Association of Maia, in partnership with Maia City Council, revitalized in the ACS. The aim of the project was to raise students’ awareness of the importance of recycling concepts, 4’RS policy and the importance of proper waste management. It was also intended to alert students to the negative impacts caused by the production of waste and to know the route from its production to the final destination.

The purpose of this article is to present activities developed in Natural Sciences discipline, of the 6th year of schooling, with students with special educational needs, with underlying daily life activities related to the consumption of water, aiming to raise awareness of the importance of this resource, as well as the need to rationalize its consumption. Potable water is an increasingly scarce resource, and its use and governance are increasingly sustainable, a purpose that should involve the whole community, which implies including children/young people who can/should also contribute to achieve such goals. Considering the School an essentially formal teaching and learning institution, where knowledge of the water resource, its sustainable management and use are mandatory curricular contents for all students, a set of practical activities based on the daily life activities were elaborated, thus allowing the direct involvement of all students in them, making them citizens with full rights, more knowledgeable and consequently more involved in the community and environment that they integrate.

The purpose of this article is to reveal the activities developed with a small group of students with special educational needs (SEN), belonging to a class of 1st year of primary education, using Experimental Teaching of Sciences methodology and relevant environmental themes, such as the use of drinking water as an increasingly scarce resource, educational domain in which Environmental Education is preponderant. It is intended that students with SEN be the most autonomous and interventional citizens possible in an increasingly complex and consumerist society where the choices of everyone in general, and of each one in particular, can make the difference in terms of rational use and sustainable use of resources scarce and threatened by human mismanagement. An inclusive school has the function, as an institution, to create conditions for all students to learn together, regardless of difficulties and differences, as recommended by the Salamanca Declaration. Since the theme of water is a compulsory curricular content for all students, a set of practical and experimental activities were developed to help them become aware of the importance of proper water management and the involvement of all to achieve this purpose. Following the participation of the students in these activities, it was verified that they were able to make connections with other realities related to the subject, extrapolating to everyday situations.

As part of a broader municipal project aimed at sustainable development of the territory, the PEGADAS program-Ecological Program for Sustainable Environmental Development of Guimarães aimed to reinforce education and environmental awareness in a context of promoting the global objectives enshrined in Agenda 2030. The main goal is to guarantee the acquisition of “knowledge and skills necessary to promote sustainable development through education for sustainable development and sustainable lifestyles”. At the same time PEGADAS assume as priority the environmental protection, through the use of renewable energy, action against climate change, the protection of marine and terrestrial life, the sustainability of production and consumption and the development of sustainable communities (United Nations Regional Center for Western Europe, 2016). Its principles are equity, transversality and scope of action in its interactions with schools in particular and the community in general.

Studies have demonstrated the absence of the school institution in the life trajectory of impoverished groups such as recyclable material collectors. The objective of this work was to understand the life trajectories and the school processes of students who are children of recyclable waste pickers of a public school in the Federal District, located in Brazil. It was proposed the autoecobiographic method, centered in workshops, participant observation and field diary, based on phenomenology and hermeneutics for the analysis of the process. 65 students participated in the 4th year of elementary school. It can be inferred that survival and living in the landfill point to socio-environmental degradation and work, but they point to the complexity of the encounter of precariousness and creativity. The family is the territory of affective relationships, where work and life intertwine. The school emerges as a territory of contradiction, but points to the existence of elements of positivity. Belonging to the place, where symbols, relationships and stories are established as founding elements for autobiographies and for the collective biography. Therefore, the importance of listening to the students for the formation of utopias based on self-education, self-consciousness and autonomy as a way to reconnect school education with life is emphasized.

The article aims to elucidate issues related to contemporary ecological, philosophical, anthropological and social thinking related to Environmental Justice, bringing to the debate the case of the communities of Oriximiná/PA, Brazil, together with a deep critique of the dominant paradigms of environmental knowledge and Education itself Environmental. The investigation points out that environmental justice, as well as environmental education are established in the space that is the conflict, the dispute for the reappropriation of nature and culture, where nature and culture resist the imposition of values and processes as they become values of the market. In Brazil, “traditional populations” have for decades been displaced from their lands to give way to dams, mining projects, large-scale agriculture, construction, mass tourism, logging and Basis of the “property” paradigm.

Inserted in the universe of environmental education this article presents a discussion, descending from a doctorate research, about the contribution of Environmental Education for the alphabetization and human formation among a classroom of workers in an union of solid waste collection in the city of Goiânia, Goiás, Brazil. The experience sought interfaces between the Environmental Education (EA) and Popular Education (PE), having as a reference the transversality, according to René Barbier, and the freeing education, as conceived by Paulo Freire. The participating observation, the circle of conversation and the interviews semi-structured were procedures utilized for the construction of data. The experience amplified the view in relation to the socioenvironmental role of the solid waste collectors and the relevancy of environmental education as generator of the perception of belonging of the collector into human society. Emphasized the recognition of the solid waste collector as a professional, according with the law 12.305/2010 that institutes a National Policy of Solid Waste, and favored the confrontation of the feeling of marginality. Stands out the importance of the contribution of the EA for the effectiveness of a transformative education, strengthening the principles of the PE. Submerged ties emerged when the compromise with the social changes and sustainability of the web of life in local and planetary scale emerged.

The natural heritage of São Tomé and Príncipe archipelago has been identified and recognized by the scientific community, a process in which its rich biological diversity has been more prominent than geological diversity, despite its relative importance. The community’s relationship with the natural resources of the archipelago has been intensifying and promoting significant impacts, as evidenced by the progressive depletion of the forest, coastal erosion and furtive extraction of aggregates, among other identified situations. To promote a greater and better knowledge of the natural heritage of São Tomé and Príncipe, as well as more harmonious relationship models between the community and this heritage, is a design of Environmental Education. Environmental Education becomes a promoter of the awareness, formation, dissemination, promotion and valorization of knowledge related to the natural/environmental heritage, becoming a vehicle for intervention and community development. It may contributes to the development of the archipelago at its various levels - encompassing multiple actors in this educational process, including educational establishments, non-governmental organizations with environmental and development concerns, professional orders and political power, among others - of a network of cooperation/partnerships essential to the country and the defense of its natural heritage.

Closer the relations between institutions that began to share a geographically delimited area, preparing to preserve their natural characteristics and enable sustainable development is the problem that led to the study whose first results are reported here. The site is known as Fazenda Saco, an area of 3,200 hectares located in the Sertão do Pajeú, administered by the Agronomic Institute of Pernambuco (IPA). Among the beneficiaries of the sharing are the Serra Talhada Academic Unit, the Mata da Pimenteira State Park and the Ivan Souto de Oliveira Settlement. The goal was to outline the cultural and ecological identity of the community of residents of Saco Farm, so that, at a subsequent stage, and based on the values that its members deem important, adapt a training program on the values Cooperation and Respect, aiming at making the relationship culture/environment enriching for all. The action-research method made it possible to identify socioeconomic data and the environmental concern of the community residing at Saco Farm (biospheric, altruistic or egoistic concern). This methodology also allowed us to establish a cooperative relationship between the institutions involved and mutual respect.

This paper presents the results of the actions of the environmental education team of the Municipal Department of the Environment, together with the residents of Paty Island, São Francisco do Conde-BA City Hall, and stresses the importance of encouraging environmental awareness among peoples and Traditional communities. It aims to demonstrate an experience in the field of non-formal environmental education, as suggested by the National Policy for Sustainable Development of Traditional Peoples and Communities, as well as in the National Environmental Education Policy, based on tripod, diagnosis, sensitization and concrete gesture, Descriptive, exploratory and bibliographical, resulting in a survey of environmental impacts, followed by moments of reflection and promotion of concrete gestures of reversal of the processes of generators of degradation, culminating in a gradual process of self-recognition of degrading attitudes towards the local environment and the diverse Possibilities of minimizing the impacts generated.

Ekovongo is a rural community whose population builds their experiences in a close relationship with the earth and other elements that inhabit nature. In recent decades Ekovongo has registered an accelerated degradation of the environment mainly caused by unregulated exploitation of forests, carried out by producers of charcoal, for their commercialization, whose effects are felt in the impoverishment of the soil, and therefore in low agricultural productivity. In the framework of the doctoral thesis on the theme: Education and Development in Ovimbundu Communities in Angola: Ethnographic Study of the Community of Ombala Ekovongo/Bié, still in progress at the University of Santiago de Compostela, were formulated among others the goals of preserving the local culture and the environment. This article aims, on the one hand, analyze the environmental problematic in their common aspects; on the other, to identify environmental problems that the community faces today and the traditional knowledge that guide the relationship between comunarios and other natural beings, as development factors, which in essence make up the social representations of Ekovongo people around the environmental problematic.

The environmental problem is related to human behavior, demonstrated in the lack of awareness necessary for the preservation of nature. The main objective of this work is to verify the viability of the Paulo Freire Method in the teaching-learning practice of environmental education, through the use of a computer application in mobile devices, aiming to raise awareness about the issue of environmental preservation. The research, of a qualitative nature, used the case study. The investigation was based on the Paulo Freire Method, considering the principle of the dialogicity of the educational act. The methodology, developed through the analysis of pedagogical practices carried out in elementary school, used as a pedagogical tool computerized games. The investigation was based on the principle of the dialogicity of the educational act of Paulo Freire. The partial results confirm Rabelo’s (2011) and Silva (2007) statements by affirming that the pedagogical use of software, integrated with the dialogical dimensions of acquired knowledge through culture circles, generates the students’ socialization, transforming the conceptions of students about environmente. On the basis of the results, this research proposes to the educational process the Freiriano method of teaching, integrated with the use of applications for mobile devices, signaling to a renewed education and aligned with the new social contexts.

Therefore, this research presents an analysis of the process of participatory construction of a matrix of Environmental Education (EE) indicators to measure the progress of the environmental dimension of schools. Eighty-four persons from the school community of nine state public schools located in the city of Curitiba, state of Paraná, Brazil, participated in the study. The methodological approach chosen was the qualitative approach. We used documentary, bibliographic research and participative methodologies for the production of data. The process subsidized the development and improvement of an EE matrix, which has three dimensions: management, curriculum and physical space, including ten indicators and fifty descriptive questions. The participants evaluated the work in a positive way. The work developed allowed reflections on the socio-environmental conditions of each school, generating knowledge of the collective work and the environmental theme from the challenge of establishing evaluation indicators. The results indicated the potential of the tool to promote a collective reflection aiming at action-reflection-action in relation to EE in the school context.

In the 2015/16 academic year, the 1st and 3rd year students of Social Education participated in a Learning and Service project (ApS) with the collective “Mulleres colleiteiras”. The objectives have been to make visible their work of collecting and valuing a waste -used household oils- and getting more support from the university community in the collection. “Mulleres colleiteiras” is a cooperative of associated work formed by women in social exclusion situation with the support of ONGD Arquitectura sen Fronteiras. Your initiative has a triple benefit: economic, social and environmental. The students -in the framework of three subjects- designed an awareness campaign focused on three dimensions: knowing the reasons for the social and labor exclusion of this group, knowing the problems of the spill of domestic oil in the drinking water network and knowing in the initiative of the “mulleres colleiteiras”. The results were very positive because of: the increase in oil collected, the recognition women received for their work and the satisfaction of the students when combining knowledge-action-transformation.

Given the scale, richness and academic, social and cultural complexity of the products that arrived at the reporting committee, giving an account of the visions, recommendations, proposals, challenges and reflections, the result of the panels, presentation of communications, plenary conferences, round tables, from the side events and other activities of the congress, we are aware, due to our own human nature, that the proposal presented here is more a set of intuitions than of conclusions.
At the opening, the President of Príncipe asked us a question that could be part of the philosophy of the network of environmental educators in Portuguese-speaking countries and Galicia: how can we still build hope, within our communities, after the exhaustion of some certainties that, in some cases, we assumed were timeless and even had cultural support, apparently irreplaceable, that supported our old idea of ​​economic and social progress?
This statement points out possible lines to answer that question. In this sense, we start from the need for the CPLP and all the entities involved to support the following general points.