Abstract
Portuguese-speaking countries are at different levels in the process of promoting environmental education and sustainability. In recognition of the political and cultural ties within a considerable diversity of socio-economic conditions, a pioneering study was developed in 2017 to map and establish a diagnostic of Environmental Education’s (EE) realities and “sustainability norms legislation” in the Lusophone nations. Three years later, the EE2CPLP survey, implemented in 2020, builds upon and streamlines the first edition, considering the current context marked by Agenda 2030 and the impacts and concerns regarding the COVID-19 pandemic. Thus, the survey was divided into three main sections: (1) Contexts and EE approaches in the CPLP countries; (2) Place and role of children and youth in the field of EE and (3) Coronavirus pandemic environment, against the backdrop of Agenda 2030. In the following chapter, we will address EE’s cross-cutting nature, its selective traditions (i.e., positivist, normative, and pluralist) and its role for sustainable development and the 2030 Agenda. Looking for the perspective of stakeholders and experts in Environmental Education (EE) and sustainability, we will assess the perceived impact of the current health crisis, which compounds the climate crisis, exacerbating the socio-economic issues within Portuguese-speaking countries.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
Specialized entities in EE which develop and integrate resources for local communities with an established and stable multidisciplinary team of professionals (Carvalho et al. 2011).
- 2.
The concept of Selective Traditions refers to the pedagogical approaches to “knowledge and an educational praxis that is always selected within a specific cultural frame” (Öhman 2004).
- 3.
Miljöundervisning och utbildning för hållbar utveckling i svensk skola [Environmental education and training for sustainable development in Swedish schools] Report, developed for the Swedish National Agency for Education (Skolverket), led by Leif Östman (Upsala University) and Johan Öhman (Örebro University) in 2002.
- 4.
Although this typology was not applied by Schmidt et al. (2010), the results achieved by this city showed a preponderance of EE practices very close to the normative tradition.
References
Agência Portuguesa do Ambiente—APA [Portuguese Environmental Agency] (2017) Estratégia Nacional de Educação Ambiental-ENEA 2020 [Portuguese National Environmental Education Strategy—ENEA 2020]. Lisbon, Portugal. https://www.apambiente.pt/_zdata/DESTAQUES/2017/ENEA/AF_Relatorio_ENEA2020.pdf
Andersson K (2016) Starting the pluralistic tradition of teaching? Effects of education for sustainable development (ESD) on pre-service teachers’ views on teaching about sustainable development. Environ Educ Res. https://doi.org/10.1080/13504622.2016.1174982
Camargo J, Barcena I, Soares PM, Schmidt L, Andaluz J (2020) Mind the climate policy gaps: climate change public policy and reality in Portugal, Spain and Morocco. Clim Change 161:151–169. https://doi.org/10.1007/s10584-019-02646-9
Carvalho S, Azeiteiro UM, Meira-Cartea PA (2011) Equipamentos para a Educação Ambiental na zona costeira da Euroregião do Eixo Atlântico—Das práticas conservacionistas às sociocríticas [equipments for environmental education in the coastal zone of the Euroregion Atlantic Axis—from conservationist practices to socio-critical ones]. Revista De Gestão Costeira Integrada J Integr Coast Zone Manag 11(4):433–450
Dunlap R (2008) The new environmental paradigm scale: from marginality to worldwide use. J Environ Educ 40(1):3–18
Gudowsky N, Aaron R (2019) Bridging epistemologies—identifying uniqueness of lay and expert knowledge for agenda-setting. Futures 109:24–38
Kühne R (2019) Climate change: the science behind Greta Thunberg and Fridays for future. https://doi.org/10.31219/osf.io/2n6kj
Mogensen F, Schnack K (2010) The action competence approach and the ‘new’ discourses of education for sustainable development, competence and quality criteria. Environ Educ Res 16(1):59–74
Öhman J (2004) Moral perspectives in selective traditions of environmental education: conditions for environmental moral meaning-making and students’ constitution as democratic citizens. In: Wickenberg P (ed) Learning to change our world? Swedish research on education & sustainable development. Studentlitteratur, Lund
Öhman J, Östman L (2002) Miljöundervisning och utbildning för hållbar utveckling i svensk skola [environmental education and education for sustainable development in Swedish schools]. Skolverket, Stockholm
Öhman J, Östman L (2019) Different teaching traditions in environmental and sustainability education. In: Poeck KV, Östman L, Öhman J (eds) Sustainable development teaching: ethical and political challenges. Routledge Studies in Sustainability, pp 70–82
Phillis Y, Andriantiatsaholiniaina L (2001) Sustainability: an ill-defined concept and its assessment using fuzzy logic. Ecol Econ 37(3):435–456
Rudsberg K, Öhman J (2010) Pluralism in practice–experiences from Swedish evaluation, school development and research. Environ Educ Res 16(1):95–111
Schmidt L, Nave JG, Guerra J (2010) Educação Ambiental: Balanço e perspectivas para uma agenda mais sustentável! [environmental education: review and prospects for a more sustainable agenda]. Imprensa de Ciências Sociais, Lisbon
Schmidt L, Guerra J, Ramos Pinto J (2017) Educação ambiental no contexto da CPLP: um desafio urgente [environmental education in the CPLP context: an urgent challenge]. Revista Científica Galego-Lusófona De Educacíon Ambiental 1:11–23
UN DESA (2020) Sustainable development outlook 2020 achieving SDGs in the wake of COVID-19: scenarios for policymakers. https://www.un.org/development/desa/dpad/wp-content/uploads/sites/45/publication/SDO2020_Book.pdf
UN General Assembly (2015) Transforming our world: the 2030 agenda for sustainable development. https://sustainabledevelopment.un.org/content/documents/
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Guerra, J., Schmidt, L., Prata, L. (2022). Sustainable Development Goals in Portuguese Speaking Countries: The Perspective of Environmental Education Experts. In: Leal Filho, W., Vidal, D.G., Dinis, M.A.P., Dias, R.C. (eds) Sustainable Policies and Practices in Energy, Environment and Health Research. World Sustainability Series. Springer, Cham. https://doi.org/10.1007/978-3-030-86304-3_3
Download citation
DOI: https://doi.org/10.1007/978-3-030-86304-3_3
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-86303-6
Online ISBN: 978-3-030-86304-3
eBook Packages: Earth and Environmental ScienceEarth and Environmental Science (R0)