The Systemic Impacts of a Large-Scale Socio-Environmental Educational Program
DOI:
https://doi.org/10.21664/2238-8869.2020v9i3.p09-32Keywords:
Environmental Awareness, Project-Based Learning, Systemic Analysis, Social-Ecological ChangeAbstract
In this article we present our findings regarding the systemic impacts of the Environmental Education for the Communities (ECOA) program, an educational program sponsored by the Alcoa Institute. The program, which was developed from 2014 to 2016 in Brazil, involved one corporation (Alcoa Institute), one educational consulting firm (Evoluir), seven Municipal Departments of Education and 30 schools and its surrounding communities. The program promoted environmental awareness following a project-based learning approach: first the students became aware of certain socio-environmental problems in their areas, and then they developed projects to address these problems with support of local communities and guidance from teachers and Evoluir’s educators. Our research objective was to understand the impacts of the program. We followed a qualitative research approach, collecting data by means of document analysis and interviews, unveiling the recurrent themes and analyzing the connections between them by means of a systemic analysis. Our main findings were: 1) The use of the PBL approach, involving schools and communities in joint planning and execution processes, promoted environmental awareness and strengthened the ties between the schools and local communities. 2) The PBL approach challenged the students to solve real-life problems, improving their critical thinking, their communications and problem-solving skills, leading to the improvement of their self-confidence and in their interest in learning. 3) The PBL approach empowered the teachers, motivating them to study and to make connections with community partners, thus changing the ways the courses were conducted and the relationships between school and local communities.
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———. 2007. Systems and Models: Complexity, Dynamics, Evolution, Sustainability. Norderstedt, Germany: Books on Demand Gmbh.
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———. 2015. “Programa ECOA Educação Comunitária Ambiental Relatório 2015.” São Paulo.
———. 2016. “Programa ECOA Educação Comunitária Ambiental Relatório 2016.” São Paulo.
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———. 2015. “Missões Ecoa 2015: Juntos Pela Transformação.” São Paulo.
———. 2016. “Missões Ecoa 2016: Juntos Pela Transformação.” São Paulo.
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Hung, Chun-Ming, Gwo-Jen Hwang, and Iwen Huang. 2012. “A Project-Based Digital Storytelling Approach for Improving Students’ Learning Motivation, Problem-Solving Competence and Learning Achievement.” Educational Technology & Society 15 (4): 368–79.
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———. 2018. “Programa ECOA 2018.” Alcoa.Com. 2018. www.alcoa.com/brasil/pt/ecoa.asp.
Jackson, J. B. C. 2001. “Historical Overfishing and the Recent Collapse of Coastal Ecosystems.” Science 293 (5530): 629–37. https://doi.org/10.1126/science.1059199.
Jacoby, Barbara. 2014. Service-Learning Essentials: Questions, Answers, and Lessons Learned. San Francisco: Jossey-Bass.
Jambeck, J. R., R. Geyer, C. Wilcox, T. R. Siegler, M. Perryman, A. Andrady, R. Narayan, and K. L. Law. 2015. “Plastic Waste Inputs from Land into the Ocean.” Science 347 (6223): 768–71. https://doi.org/10.1126/science.1260352.
Kollmuss, Anja, and Julian Agyeman. 2002. “Mind the Gap: Why Do People Act Environmentally and What Are the Barriers to pro-Environmental Behavior?” Environmental Education Research 8 (3): 239–60. https://doi.org/10.1080/13504620220145401.
Lam, Shui-fong, Rebecca Wing-yi Cheng, and Harriet C. Choy. 2010. “School Support and Teacher Motivation to Implement Project-Based Learning.” Learning and Instruction 20 (6): 487–97. https://doi.org/10.1016/j.learninstruc.2009.07.003.
Leonard, Annie. 2010. The Story of Stuff: How Our Obsession with Stuff Is Trashing the Planet, Our Communities, and Our Health-and a Vision for Change. New York: Free Press.
Mage, David, Guntis Ozolins, Peter Peterson, Anthony Webster, Rudi Orthofer, Veerle Vandeweerd, and Michael Gwynne. 1996. “Urban Air Pollution in Megacities of the World.” Atmospheric Environment 30 (5): 681–86. https://doi.org/10.1016/1352-2310(95)00219-7.
Malingreau, Jean-Paul, and Compton J. Tucker. 1988. “Large-Scale Deforestation in the Southeastern Amazon Basin of Brazil.” Ambio 17 (1): 49–55.
Mallin, Michael A. 2000. “Impacts of Industrial Animal Production on Rivers and Estuaries.” American Scientist 88 (1): 1–13.
Markham, Thom, John Larmer, and Jason Ravitz. 2003. Project Based Learning Handbook: A Guide to Standards-Focused Project Based Learning for Middle and High School Teachers. Novato: Buck Institute for Education.
Martenson, Chris. 2011. The Crash Course: The Unsustainable Future of Our Economy, Energy, and Environment. Danvers: John Wiley & Sons.
Meadows, Donella H. 1991. The Global Citizen. Washington: DC Island Press.
Meadows, Donella H., Dennis L. Meadows, and Jorgen Randers. 1992. Beyond the Limits: Global Collapse or a Sustainable Future. New York: Earthscan Publications Ltd.
Meadows, Donella H., Jorgen Randers, and Dennis L. Meadows. 2012. Limits to Growth: The 30-Year Update. White River Junction: Earthscan Publications Ltd.
Meadows, Donella H., John Richardson, and Gerhart Bruckmann. 1982. Groping in the Dark: The First Decade of Global Modelling. Hoboken, New Jersey: John Wiley & Sons.
Michael Beman, J., Kevin R. Arrigo, and Pamela A. Matson. 2005. “Agricultural Runoff Fuels Large Phytoplankton Blooms in Vulnerable Areas of the Ocean.” Nature 434 (7030): 211–14. https://doi.org/10.1038/nature03370.
Morton, D. C., R. S. DeFries, Y. E. Shimabukuro, L. O. Anderson, E. Arai, F. del Bon Espirito-Santo, R. Freitas, and J. Morisette. 2006. “Cropland Expansion Changes Deforestation Dynamics in the Southern Brazilian Amazon.” Proceedings of the National Academy of Sciences 103 (39): 14637–41. https://doi.org/10.1073/pnas.0606377103.
O’Brien, Will, and Joseph Sarkis. 2014. “The Potential of Community-Based Sustainability Projects for Deep Learning Initiatives.” Journal of Cleaner Production 62 (January): 48–61. https://doi.org/10.1016/j.jclepro.2013.07.001.
Oldeman, L. R., R. T. A. Hakkeling, and W. G. Sombroek. 1991. World Map of the Status of Human-Induced Soil Degradation : An Explanatory Note. The Netherlands: International Soil Reference and Information Centre.
Orr, David W., and Adam Cohen. 2013. “Promoting Partnerships for Integrated, Post-Carbon Development: Strategies at Work in the Oberlin Project at Oberlin College.” Planning for Higher Education 41 (3): 22–26.
Peet, D.‐J., K.F. Mulder, and A. Bijma. 2004. “Integrating SD into Engineering Courses at the Delft University of Technology.” International Journal of Sustainability in Higher Education 5 (3): 278–88. https://doi.org/10.1108/14676370410546420.
Ramsey, Phil. 1997. Billibonk and the Thorn Patch. Waltham: Pegasus Communications.
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2020-12-29
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ARANTES DO AMARAL, João Alberto; DA CUNHA, Fernando Monteiro; DIAS, Bárbara de Miranda Marques. The Systemic Impacts of a Large-Scale Socio-Environmental Educational Program. Fronteiras - Journal of Social, Technological and Environmental Science, [S. l.], v. 9, n. 3, p. 09–32, 2020. DOI: 10.21664/2238-8869.2020v9i3.p09-32. Disponível em: https://revistas2.unievangelica.edu.br/index.php/fronteiras/article/view/3234. Acesso em: 23 nov. 2024.
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