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O mapeamento participativo como ferramenta de educação ambiental para a Sustentabilidade
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No capítulo “O mapeamento participativo como ferramenta de
educação ambiental para a sustentabilidade, de Carolina Carvalho et al., são apre-sentados conceitos e abordagens de mapeamentos
participativos, funda-mentados pelos preceitos de educação,
aprendizagem, abordagens parti-cipativas e mapeamento. Os autores
discutem brevemente três casos no estado de São Paulo (Brasil),
localizados em diferentes contextos geográfi-cos - desde a Serra da
Cantareira, nas proximidades de Guarulhos, na Serra da Mantiqueira, em São José dos Campos até Serra do Mar, em Ubatuba. Os autores
observaram que existe um grande potencial de projetos que envolvem mapeamentos participativos para a educação ambiental, indicando que distintas ferramentas de mapeamentos – Quantum GIS, Maptionnaire, cartografia social entre outras – podem ser usadas em abordagens com jovens e comunidades.
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The paper discusses the possibilities and limits of new infrastructures of data and information geovisualization for sharing and coproduction of knowledge, as well as to instrumentalize social intervention on territorial management and development. It presents a critical review of the literature, systematizing the key definitions, concepts, and issues under discussion on the subject. Then it presents reflections derived from the development of a prototype of a geospatial open data platform as part of an open science action-research in the municipality of Ubatuba, on the North coast of the State of São Paulo, Brazil.
Amid research into the mounting social and environmental threats presented by climate change, young people’s everyday experiences and knowledges are often overlooked, despite being the generation that will be most affected by climate change. We present a ‘looping’ methodology, developed through collaborative work between two distinct but complementary research projects wherein young people in the Paraíba do Sul watershed, São Paulo state, Brazil shared their perspectives on (respectively) climate-related disasters and the food–water–energy nexus. The approach brings together the theoretical framings of citizen science and nexus thinking under the aegis of participatory action research, to identify points of mutual learning in relation to the knowledge, action and critique co-produced with young people. This ‘looping methodology’ enables meta-analytic insights into how participatory action research, looped with other forms of action-oriented research, can enable young people and other protagonists to articulate and act upon the complex, multi-scalar processes that characterise what it means to live in uncertain social, political and environmental times.
Participatory environmental governance might foster social learning, which could lead to the necessary process of social change toward sustainable development. However, current research is still largely inconclusive regarding how and under what conditions participatory environmental governance enhances social learning. Here, my aim is to improve the understanding of how participatory framework conditions influence social learning and to provide a reference point for future research. I conducted a narrative literature review, consolidating multifaceted empirical research to identify and discuss factors that explain social learning. The literature comprised 72 publications and resulted in 11 factors that are highly interconnected. These interconnections denote the causes of social learning. However, some factors such as the personal characteristics of participants have only been marginally investigated. In addition, although cognitive change is theoretically an essential element of social learning, it has rarely been investigated in the reviewed studies. Knowledge acquisition was assessed most often, but does not always lead to cognitive change. A research gap was identified between what is theoretically discussed as social learning processes and what is empirically analyzed. This review therefore presents the state of knowledge about how participatory environmental governance fosters social learning and suggests future research.
This paper critically analyses pervasive contemporary discourses that call for children and young people to be “reconnected” with nature and natural resources. Simultaneously, it reflects on emerging forms of nexus thinking and policy that seek to identify and govern connections between diverse sectors, and especially water, energy and food. Both of these fields of scholarship are concerned with connections, of different kinds, and at different spatial scales. Based on a large‐scale, mixed‐method research project in São Paulo State, Brazil, this paper explores how these rather different literatures could be combined in order to (re)think notions of (re)connection that operate across different spatial, political and material registers. Through research with Brazilian professionals and young people about their experiences of, and learning about, the water–energy–food nexus, the paper makes several substantive contributions to scholarship on childhood, youth, environmental education and nexus thinking. Centrally, it is argued that, rather than dispense with them, there are manifold possibilities for expanding and complicating notions of (re)connection, which rely on a more nuanced analysis of the logistical, technical, social and political contexts in which nexuses are constituted. Thus, our work flips dominant forms of nexus thinking by privileging a “bottom‐up” analysis of (especially) young people's everyday, embodied engagements with water, food and energy. Our resultant findings indicated that young people are “connected” with natures and with the water–energy–food nexus, in both fairly conventional ways and in ways that significantly extend beyond contemporary discourses about childhoods–natures (and particularly in articulating the importance of care and community). Consequently, the nexus approach that is advocated in this paper could enable more nuanced, politically aware conceptualisations of (re)connection, both within and beyond scholarship on childhoods–natures and nexus thinking. This paper critically analyses pervasive contemporary discourses that call for children and young people to be “reconnected” with nature and natural resources. Simultaneously, it reflects on emerging forms of nexus thinking and policy that seek to identify and govern connections between diverse sectors, and especially water, energy and food. Through research with Brazilian professionals and young people about their experiences of, and learning about, the water–energy–food nexus, the paper flips dominant forms of nexus thinking by privileging a “bottom‐up” analysis of (especially) young people's everyday, embodied engagements with water, food and energy, finding that young people are “connected” with natures and with the water–energy–food nexus, in both fairly conventional ways and in ways that significantly extend beyond contemporary discourses about childhoods–natures (and particularly in articulating the importance of care and community).
This work addresses the relationships between Land Use/Land Cover (LULC) and water quality in the Paraíba do Sul River (PSR), located in one of the most populated regions in Brazil. We conducted a water sampling program (analyzing nitrate, ammonium, phosphate, turbidity, total carbon, oxygen concentration, and conductivity) during a severe drought period from 2014 to 2016. The 210 samples were spaced about 5 km apart from headwaters to the Atlantic Ocean and taken over 63 d. We calculated a water quality index and applied a self-organizing map (SOM) to explore the relationship between LULC and water quality. There was a significant influence on water quality from the urban area's socioeconomic profile. This observation reflects the influence of cities with a high population density and a low economic condition, which leads to further degradation and erosion of the riverbanks. The most degraded reservoir of the PSR (Funil) partially buffers these effects by retaining deposited sediments and nutrient loads, leading to downstream water quality improvement. Better management practices of the riverbanks in the lower reach contribute to additional water quality improvements. Three major clusters identified using the SOM had completely different and explainable water quality patterns, suggesting an abrupt change in water quality due to human interventions. This information is crucial to improve management projects for the river at a watershed level, and with the expectation of future water shortages.
This article investigates the relevance of the work of the Latin-American thinkers Humberto Maturana and Paulo Freire to learning-based transformations towards sustainability. This analysis was inspired by a case study of a Brazilian urban community seeking to develop pathways towards sustainable living and was informed by a review of their key works. The paper aims to obtain a better conceptualization of learning-based transformations and provide insights into collective learning processes focused on advancing sustainable practices. We present notions of the transformative social learning approach that underpins the case study, using the concepts of Maturana and Freire as a lens. Our results indicate the importance of a relational approach in fostering collective learning processes. Finally, we derive three principles that can guide such processes: (1) facilitating transformative interactions between people and places, (2) enabling dialogic interaction within a climate of mutual acceptance, and (3) creating space for ontological pluralism.
The second edition of this classic text substantially revises and extends the original, so as to take account of theoretical and policy developments and to enhance its international scope. Drawing on a range of disciplines and literatures, the book provides an unusually broad account of citizenship. It recasts traditional thinking about the concept so as to pinpoint important theoretical issues and their political and policy implications for women in their diversity. Themes of inclusion and exclusion (at national and international level), rights and participation, inequality and difference are thus all brought to the fore in the development of a woman-friendly, gender-inclusive theory and praxis of citizenship.