Environmental education for sustainable management of the basins of the rivers Pirapó, Paranapanema III and Parapanema IV

Abstract

The growing concern about the quantity and quality of water has led managers and researchers from various countries to concentrate efforts in the study, planning and management of watersheds, considered appropriate units for the rational and sustainable management of water resources. This experience report presents results of the Program for Communication, Environmental Education and Social Mobilization, which is part of the project "Monitoring Network of the basins of the rivers Pirapó, Paranapanema III and Paranapanema IV -analysis and monitoring of the hydrological behavior", developed by a multidisciplinary team of researchers and graduate students of the State University of Maringá (Paraná, Brazil). The goals of the program were: a) To develop continuing education for teachers of basic education, active in state schools located in the basins studied; b) To raise awareness and to promote training of various local social actors; c) To produce educational and promotional materials for teachers and general community, respectively. The methodology was the action research, on the basis of collaborative work between university researchers and participants of the program. The results evidence that teachers and representatives of different social groups had a limited view of issues related to water resources of their region. Courses, workshops and itinerant exhibitions, beyond teaching aids and promotional material prepared by the group of researchers and graduate students contributed to broaden the view of social actors about watersheds to which they are part, from the perspective of an active, critical and responsible participation focused on sustainable use and management of water resources.Keywords: watershed, environmental education, water resources, sustainability.Educação ambiental para a gestão sustentável das bacias hidrográficas dos rios Pirapó, Paranapanema III e Parapanema IV ResumoA crescente preocupação em relação à quantidade e qualidade da água tem levado gestores e pesquisadores das várias nações a concentrarem esforços no estudo, planejamento e gerenciamento das bacias hidrográficas, consideradas como unidades territoriais adequadas para a gestão racional e sustentável dos recursos hídricos. O presente relato de experiência traz resultados do Programa de Comunicação, Educação Ambiental e Mobilização Social, que faz parte do projeto "Rede de Monitoramento das Bacias dos rios Pirapó, Paranapanema III e Paranapanema IV -Análise e Monitoramento do Comportamento Hidrológico", desenvolvido por um grupo multidisciplinar de pesquisadores e pós-graduandos da Universidade Estadual de Maringá (Paraná -Brasil). Os objetivos do programa foram: a) Desenvolver a formação continuada de professores do ensino básico, atuantes nas escolas estaduais localizadas nas bacias em estudo; b) Promover a sensibilização e a capacitação dos diferentes atores sociais locais; c) Produzir material didático e de divulgação para, respectivamente, professores e comunidade em geral. A metodologia de trabalho foi a pesquisa açã...

Desafios Da Área De Proteção Ambiental Em Território Insular: Proposição De Planejamento Para Gestão De Recursos Hídricos Sob a Perspectiva Dos Moradores Da Ilha Do Combu, Belém, Pará

“…Assim, a sustentabilidade hídrica da Ilha do Combu depende de ações voltadas à redução do impacto das atividades exercidas sobre as águas, principalmente quanto aos aspectos de qualidade e de integridade dos sistemas hídricos (ALVES; TERESA; NABOUT, 2014;KUHLMANN et al, 2014). Além disso, é necessária a atuação mais emergente na educação para a sustentabilidade (OBARA et al, 2015;POLLI;CAMARGO, 2015), a partir da qual a comunidade poderá construir muitos dos conceitos que vão propiciar a manutenção das condições necessárias à sua moradia (habitação, saúde, segurança, educação, saneamento), a preservação do vasto potencial ecológico da Ilha (JARDIM; VIEIRA, 2001;JARDIM et al, 2007;QUARESMA;JARDIM, 2012), um dos poucos ambientes característicos de floresta de várzea da foz do Rio Guamá.…”

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“…However, it is essential to promote the participation of the regional environmental authorities in the feedback of the normative and technical proposals for the definition of the guidelines for the sustainable management of this river basin, as well as the adequate decision-making regarding the environmental management of the LBCR. A program of geoeducation can be performed, based on communication, environmental education and social mobilization as suggested by Obara et al 38 by formal and nonformal education strategies by researchers and graduate students of the School of Geology of the Universidad Industrial de Santander, as geoeducation on watersheds (a study case of the LBCR) as the main topic of interest (Figure 7). Such initiative is important for strengthening the participation of different social actors, especially the local communities, which generally are at the margins of decision making in different public spaces dedicated to the management of river basins.…”

“…Figure 7Workflow for the developemt of geoeducation on watersheds (adapted and modified after Obara et al) 38. …”

Discovering the geoeducation value of the lower basin Chicamocha River, Santander (Colombia)

“…However, it is essential to promote the participation of the regional environmental authorities in the feedback of the normative and technical proposals for the definition of the guidelines for the sustainable management of this river basin, as well as the adequate decision-making regarding the environmental management of the LBCR. A program of geoeducation can be performed, based on communication, environmental education and social mobilization as suggested by Obara et al 38 by formal and nonformal education strategies by researchers and graduate students of the School of Geology of the Universidad Industrial de Santander, as geoeducation on watersheds (a study case of the LBCR) as the main topic of interest (Figure 7). Such initiative is important for strengthening the participation of different social actors, especially the local communities, which generally are at the margins of decision making in different public spaces dedicated to the management of river basins.…”

“…Figure 7Workflow for the developemt of geoeducation on watersheds (adapted and modified after Obara et al) 38. …”