729
Views
1
CrossRef citations to date
0
Altmetric
Articles

Environmental education in Portuguese Speaking Nations: a survey of current practices and priorities

ORCID Icon, ORCID Icon & ORCID Icon
Pages 376-391 | Received 30 Mar 2022, Accepted 08 Oct 2022, Published online: 28 Oct 2022

References

  • Abreu, C. & Serrano, C. (2010). Sobre Tolerância e Confiança em Angola [Tolerance and Trust in Angola]. 7.° Congresso Ibérico de Estudos Africanos. Lisbon, Centro de História da Universidade de Lisboa.
  • Ardoin, N., Heimlich, J. (2021). Environmental learning in everyday life: foundations of meaning and a context for change. Environmental Education Research, 27 (12), 1681–1699. doi:10.1080/13504622.2021.1992354.
  • Arruda, R., Meneses, T., Alves dos Santos, J., Paez, A., Lopes, F. (2021). The effect of politician denialist approach on COVID-19 cases and deaths. EconomiA, 22, 214–224, doi:10.1016/j.econ.2021.11.007.
  • Block, T. & Paredis, E. 2021). Four misunderstandings about sustainability and transitions. In K. Van Poeck, L. Östman, & J. Öhman (Eds.), Sustainable development teaching: ethical and political challenges (pp. 15–27). London: Routledge.
  • Bylund, L., Hellberg, S., Knutsson, B. (2021). We must urgently learn to live differently: the biopolitics of ESD for 2030. Environmental Education Research,1–16,2821 doi:10.1080/13504622.2021.200.
  • Canaparo, C. (2009). Geo-Epistemology: Latin America and the Location of Knowledge, Oxford: Peter Lang.
  • Canaparo, C. (2015). El colonialismo en segundo grado.Epistemología y pensamiento periférico. In Sanmartín, I., Gómez-Jordana, S. (Coord.) Temporalidad y contextos - La interdisciplinariedad a partir de la historia, el arte y la linguística, Santiago de Compostela: Universidade de Santiago de Compostela - Servizo de Publicacións e Intercambio Cientíico
  • Caride, J. A., Meira, P. A. (2001). Educación Ambiental y Desarrollo Humano. Bercelona: Editorial Ariel.
  • Costa, M., & Ferreira, M. E. (2004). Geminações autárquicas e CPLP: Que articulação no apoio ao desenvolvimento económico local? [Municipal twinning and the CPLP: What articulation in supporting local economic development?] VIII Congresso Luso-Afro-Brasileiro de Ciências Sociais (pp. 1–22). Coimbra: CES - Universidade de Coimbra.
  • CPLP. (1996). Declaração Constitutiva da Comunidade dos Países de Língua Portuguesa - CPLP [Constitutive Declaration of the Community of Portuguese Speaking Countries]. Lisbon, Portugal.
  • CPLP. (2014). Plano Estratégico de Cooperação em Ambiente da CPLP [CPLP Strategic Environmental Cooperation Plan].
  • Economist Intelligence Unit (2022). Democracy Index 2021 - The China challenge. Retrieved from: https://www.eiu.com/n/campaigns/democracy-index-2021/
  • EE2CPLP (2020). II Inquérito sobre Educação Ambiental nos países da CPLP - Base de dados [II Survey on Environmental Education in CPLP countries - Database]. Lisbon: Observa (ICS-ULisboa).
  • Guerra, J., Schmidt, L., & Prata, L. (2022). Sustainable Development Goals in Portuguese Speaking Countries: The perspective of Environmental Education Experts. Em W. V. (eds.) Leal Filho, Sustainable Policies and Practices in Energy, Environment and Health Research - World Sustainability Series. Basel, Switzerland: Springer International Publishing. doi:10.1007/978-3-319-32318-3_1.
  • Kahn, R. (2008). From education for sustainable development to ecopedagogy: Sustaining capitalism or sustaining life?. Green Theory & Praxis: The Journal of Ecopedagogy, 4 (1), 1–14. doi:10.3903/gtp.2008.1.2
  • Imaflora & ISA (2021). Mapeamento dos retrocessos de transparência e participação social na política ambiental brasileira (2019-2020) [Mapping transparency and social participation setbacks in Brazilian environmental policy]. Retrieved from: https://www.imaflora.org/public/media/biblioteca/mapeamento_dos_retrocessos_de_transparencia_e_participacao_social_na_politica_ambiental_.pdf
  • Latour, B. (2017). Où atterrir? Comment s’orienter en politique. Paris: La Découverte.
  • Lusa. (9 de september de 2018). Quintas eleições autárquicas de Moçambique preparadas em clima de mudança. RTP Notícias. Retrieved from https://www.rtp.pt/noticias/mundo/quintas-eleicoes-autarquicas-de-mocambique-preparadas-em-clima-de-mudanca_n1097856
  • O’Flaherty, J. & Liddy, M. (2018) The impact of development education and education for sustainable development interventions: a synthesis of the research. Environmental Education Research, 24 (7), 1031–1049, doi:10.1080/13504622.2017.1392484.
  • Öhman, J., & Östman, L. (2019). Different teaching traditions in environmental and sustainability education. In K. Van Poeck, L. Östman, & J. Öhman (Eds.), Sustainable development teaching: ethical and political challenges (pp. 70–82). London: Routledge.
  • O’Riordan, T. & Church, C. (2001). Synthesis and Context. In O’Riordan, T. (Ed.) Globalism, localism and identity: fresh perspectives on the transition to sustainability. (pp. 3-24). London: Earthscan.
  • Redclift, M. (2005). Sustainable Development (1987–2005): An Oxymoron Comes of Age. Sustainable Development, 13, 212–227. doi:10.1002/sd.281.
  • Riemer, M., Lynes, J. & Hickman, G. (2014) A model for developing and assessing youth-based environmental engagement programmes. Environmental Education Research, 20 (4), 552–574, doi:10.1080/13504622.2013.812721.
  • Rodrigues, C. & Lowan-Trudeau, G. (2021). Global politics of the COVID-19 pandemic, and other current issues of environmental justice. The Journal of Environmental Education, 52 (5), 293–302, doi:10.1080/00958964.2021.1983504.
  • Sachs, J., Kroll, C., Lafortune, G., Fuller, G., & Woelm, F. (2021). Sustainable Development Report 2021 - The Decade of Action for the Sustainable Development Goals. Cambridge: Cambridge University Press.
  • Schmidt, L., Guerra, J. (2018). "Sustainability: dynamics, pitfalls and transitions". In Delicado, A., Domingos, N., & Sousa, L. (Eds.) Changing societies: legacies and challenges. The diverse worlds of sustainability, (pp. 27–53). Lisbon, Imprensa de Ciências Sociais
  • Schmidt, L., Guerra, J., & Pinto, J. R. (2017). Educação Ambiental no contexto da CPLP: Um Desaio Urgente [Environmental Education in the context of the CPLP: An Urgent Challenge]. ambientalMENTEsustentable - Revista científica galego-lusófona de educación ambiental, 1(23-24), 11–23. doi:1887–2417.
  • Schmidt, L.; Nave, J. G.; O’Riordan, T.; Guerra, J. (2011). Trends and dilemmas facing environmental education in Portugal: From environmental problem assessment to citizenship involvement. Journal of Environmental Policy and Planning 13 (2): 159–177. doi:10.1080/1523908X.2011.576167.
  • Servant-Miklos, V. (2022). Environmental education and socio-ecological resilience in the COVID-19 pandemic: lessons from educational action research. Environmental Education Research, 28 (1), 18–39, doi:10.1080/13504622.2021.2022101.
  • Shulla, K., Voigt, BF, Cibian, S., Scandone, G., Martinez, E., Nelkovski, F., Salehi, P. (2021). Effects of COVID-19 on the Sustainable Development Goals (SDGs). Discover Sustainability, 2 (15), 1–19. doi:10.1007/s43621-021-00026-x.
  • UN General Assembly (2015). Transforming our world: The 2030 agenda for sustainable development. Retrieved from https://sustainabledevelopment.un.org/post2015/transformingourworld.
  • UN. (2022). Report of the world summit on sustainable development. New York: United Nations Publications.
  • UNESCO & UNEP. (1978). The Tbilisi declaration. Intergovernmental Conference on Environmental Education organised by Unesco in cooperation with UNEP, Tbilisi. http://www.gdrc.org/uem/ee/Tbilisi-Declaration.pdf