RCE Curitiba-Parana - 2018

Care About Water in Curitiba, Brazil: Educational and Environmental Practices at School
Basic Information
Title of project : 
Care About Water in Curitiba, Brazil: Educational and Environmental Practices at School
Submitting RCE: 
RCE Curitiba-Parana
Contributing organization(s) : 
Prof. Eloy F. Casagrande Jr (RCE Curitiba and the Federal University of Technology of Paraná(UTFPR), Profa. Maclovia Correa da Silva
Focal point(s) and affiliation(s)
Name: 
RCE Curitiba and the Federal University of Technology of Paraná(UTFPR)
Format of project: 
PowerPoint
Language of project: 
English
Date of submission:
Sustainable education in public schools
At what level is the policy operating?: 
Local
Geographical & Education Information
Region: 
Americas
Country: 
Brazil
Location(s): 
Curitiba
Address of focal point institution for project: 
Center for Integral Education Professor Lauro Esmanhoto, Curitiba, Brazil
Ecosystem(s):
Target Audience:
Socioeconomic and environmental characteristics of the area : 
It is assumed that the act of drinking and eating are social actions "with a sense capable of generating new values and sustainable ways of life". On the planet there are 1,360,000,000 cubic kilometers of water available for use by mankind. This total is divided between drinking water and salt water. Only 2.8% of this volume corresponds to fresh water, with 76.78% of this percentage in the solid state, and 11.07% in the subsoil. In less developed countries like Brazil, the polluted water threatens the human consumption of drinking, washing or cooking. It also asphyxiates fishes and insects, harm birds, animals, and plants’ life, and cause illnesses
Description of sustainable development challenge(s) in the area the project addresses: 
As cities expand, the populations must learn how to prevent water pollution, and for so, it is important to know how we create this embarrassing situation In Brazil, the major people are not aware of their own consumer acts at home and outside of their borough in the sense to cooperate to diminish rivers’ contamination. We need to participate in movements against groundwater pollution, especially coming from the industrial process. Education actions and the more environmentally friendly they are, changes this real problem and reach out to people and government representations.
Contents
Status: 
Completed
Period: 
August, 2017 to October, 2017
Rationale: 
This project aims to give relevance to environmental school practices as an extension of school curriculum for student’s values appropriation. Emphasis was placed on the actor network theory, in an interdisciplinary way, about water consumption, flavored water, to grow plants and care about River Barigui, in Curitiba, Brazil. Two basic pedagogical resources were explored: a game to care about river water and strategies to increase consumption of drinking water
Objectives: 
The objective of the project is to increase the relationships between university and elementary school curriculum for environmental, cultural and educational practices that can modify discussions about drinking water consumption and care about urban rivers
Activities and/or practices employed: 
The academic students and teachers of the Postgraduate Program in Technology and Society (PPGTE) of the Federal University of Technology of Paraná(UTFPR), before going to school, first developed interdisciplinary workshops projects, and specific organized to deal with socio-environmental issues and to improve educational potential in school in urban area. A very different sort of initiatives using the actor network theory was applied to leverage social learning. The culture practices of dialogue, participation, mobilization, subjective and intersubjective, in school and at the university were privileged. They developed appropriate environmental practices to young students that took place in their daily school activities during two months. Two basic pedagogical resources were explored: a game to care about river water and strategies to increase consumption of drinking water.
Size of academic audience: 
160 students
Results: 
The project relevance to environmental school network practices as an extension of school curriculum and introduced new ways to values´ appropriation. The game was well accepted as a pedagogical material to put actors in their roles of consumers and players. All the practices shared with them, including the authors’ participation, established an Actor Network between academic and school places. School actor’s networks, humans and non-humans, help us to grow awareness of increasing environmental programs and studies to contribute to the development of intervention in school food practices.
Lessons learned: 
The interdisciplinary view made the workshops subject’s meaningful to all actors. Our experiences and knowledge’s appropriation allowed us to introduce changes, innovations in the both in pedagogical-didactic actions, values and in the teaching and learning process. The positive and negative impacts, if we can dichotomize the extremes, convinced some groups to socialize knowledge on the classroom, to share active and cooperative learning, and to work values and feelings of acceptance and rejection consumption. Likewise, we include attention to the body nutrition integrity to support and promote healthy dietary practices. School food practices are on beverage high in calories and low in nutrients.
Key messages: 
School actor’s networks, humans and non-humans, help us to grow awareness of increasing environmental programs and studies to contribute to the development of intervention in school food practices. Clean water became one of our main responsibility and challenge issues of the present moment, affecting both adults and children.
Relationship to other RCE activities: 
The project is related to the project carried out by the RCE Curitiba and the Green Office of the UTFPR

Pictures:

File Name Caption for picture Photo Credit
Image icon Photo 1 - students watching video about water pollution.jpg (696.35 KB) Students watching video about water pollution Ana Paula Rodrigues
Image icon Photo 2 - students learning using River map.jpg (658.07 KB) Students learning using River map Eloy Casagrande Jr.
Image icon Photo 3 - students preparing flavour water.png (196.6 KB) Students preparing flavour water Marcia Zaggo
UN Sustainable Development Goals (SDGs)
(https://sustainabledevelopment.un.org/sdgs) and other themes of Education for Sustainable Development (ESD)
SDG 2 - End hunger, achieve food security and improved nutrition, and promote sustainable agriculture 
Direct
SDG 3 - Ensure healthy lives and promote wellbeing for all at all ages 
Direct
SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 
Direct
SDG 6 - Ensure availability and sustainable management of water and sanitation for all 
Direct
SDG 17 - Strengthen the means of implementation and revitalise the global partnership for sustainable development 
Indirect
Theme
Disaster Risk Reduction 
Direct
Traditional Knowledge  
Indirect
Agriculture 
Indirect
Arts 
Direct
Curriculum Development 
Direct
Waste 
Direct
Global Action Programme (GAP) on Education for Sustainable Development – Priority Action Areas
Priority Action Area 1 - Advancing policy 
Direct
Priority Action Area 2 - Transforming learning and training environments 
Direct
Priority Action Area 3 - Building capacities of educators and trainers 
Direct
Priority Action Area 4 - Empowering and mobilizing youth 
Direct
Priority Action Area 5 - Accelerating sustainable solutions at local level 
Direct