Education, Environment and Social Learning: participative methodologies to geoconservation and sustainability

Wednesday 4:30pm-5:45pm TSU - Humphries: 118
Poster Session Part of Wednesday

Authors

Vania Maria Nunes dos Santos, University of Campinas
Denise Bacci, University of São Paulo
This paper analyzed the contribution of participatory methodologies focused on placed education and social learning processes for geoconservation and sustainability, as a proposal of teacher training in the Gold Circle Geopark, São Paulo, Brazil. The Geopark as model for the environmental management and governance contributes to preservation and generation of ecosystem services with direct implications to the site and, consequently, to its surroundings. The development of values that promote responsible environmental citizenship is a central issue in the teaching training. It considers the school as an important socializing center / builder / multiplier of knowledge, values and attitudes in the community, collaborative to the implementation of new models of territorial planning and environmental governance. The inclusion of education for environmental citizenship in the perspective of social learning proposes the development of educational and pedagogical processes that promote dialogue, participation and co-responsibility between different stakeholders. Social learning implies learning in the environment with the use of participative methodologies (socio-environmental mapping, world-cafe, role-play), based on critical reflection on socio-environmental problems and conflicts, for solve them, aiming at the negotiation of interests for the democratic and sustainable use of the environment. The case study is part of the Post-Normal Science perspective, focusing on the importance of the engagement of citizens and professionals in an interdisciplinary perspective; promoting interrelations between the social and natural environment. The methodological proposal was based on five public schools involving teachers from different areas of knowledge. In addition to the pedagogical and management teams of the schools, different stakeholders took part in the initiative, such as: community leaders, universities and municipal secretaries. The main objective of the course was to develop collaborative socio-environmental proposals for the promotion of citizenship, sustainability and protection of local geoheritage by the school.