Environmental Education in Portuguese Speaking Nations: A Survey of Current Practices and Priorities

Autor/inn/en	Guerra, João; Prata, Leonor; Schmidt, Luísa
Titel	Environmental Education in Portuguese Speaking Nations: A Survey of Current Practices and Priorities
Quelle	In: Environmental Education Research, 29 (2023) 3, S.376-391 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Guerra, João) ORCID (Prata, Leonor) ORCID (Schmidt, Luísa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-4622
DOI	10.1080/13504622.2022.2136363
Schlagwörter	Environmental Education; Portuguese; COVID-19; Pandemics; Online Courses; School Closing; Foreign Countries; Cultural Differences; Program Effectiveness; Conservation (Environment); Sustainable Development; Brazil; Portugal; Cabo Verde; Mozambique; Guinea-Bissau; Angola; Timor-Leste; Sao Tome e Principe + Suchen Sie Ihr Suchwort? Umweltbildung; Umwelterziehung; Umweltpädagogik; Portugiesischunterricht; Online course; Online-Kurs; School closings; Schule; Schließung; Schließung (von Schulen); Ausland; Kultureller Unterschied; Conservation; Environment; Konservierung; Bewahung; Umwelt; Nachhaltige Entwicklung; Brasilien; Mosambik
Abstract	Since the Community of Portuguese Speaking Nations (CPLP) was created in 1996, environmental education (EE) has gained recognition for enhancing multilateral cooperation on environmental protection and sustainability promotion. Conducted online in 2020 in all member states during the COVID-19 pandemic, this second Environmental Education Survey of CPLP explores the conditions and approaches of EE within the overall setting of the 2030 UN Agenda, taking the concepts of Canaparo's geo-epistemology and Öhman and Östman's selective traditions as the underlying framework of analysis. The survey received 196 valid responses from EE Experts and Promoters who hold positions in various institutional backgrounds. Addressing the current state of EE in all nine countries, a picture emerges of significant and ecologically prudent human intervention based on fact-based, normative, and pluralist EE approaches. Most encouraging is the overall finding that EE is vibrant, relevant for sustainable transformation, young people focussed, and in good heart. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01