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Sustainable Development Goals in Portuguese Speaking Countries: The Perspective of Environmental Education Experts

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Abstract

Portuguese-speaking countries are at different levels in the process of promoting environmental education and sustainability. In recognition of the political and cultural ties within a considerable diversity of socio-economic conditions, a pioneering study was developed in 2017 to map and establish a diagnostic of Environmental Education’s (EE) realities and “sustainability norms legislation” in the Lusophone nations. Three years later, the EE2CPLP survey, implemented in 2020, builds upon and streamlines the first edition, considering the current context marked by Agenda 2030 and the impacts and concerns regarding the COVID-19 pandemic. Thus, the survey was divided into three main sections: (1) Contexts and EE approaches in the CPLP countries; (2) Place and role of children and youth in the field of EE and (3) Coronavirus pandemic environment, against the backdrop of Agenda 2030. In the following chapter, we will address EE’s cross-cutting nature, its selective traditions (i.e., positivist, normative, and pluralist) and its role for sustainable development and the 2030 Agenda. Looking for the perspective of stakeholders and experts in Environmental Education (EE) and sustainability, we will assess the perceived impact of the current health crisis, which compounds the climate crisis, exacerbating the socio-economic issues within Portuguese-speaking countries.

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Notes

  1. 1.

    Specialized entities in EE which develop and integrate resources for local communities with an established and stable multidisciplinary team of professionals (Carvalho et al. 2011).

  2. 2.

    The concept of Selective Traditions refers to the pedagogical approaches to “knowledge and an educational praxis that is always selected within a specific cultural frame” (Öhman 2004).

  3. 3.

    Miljöundervisning och utbildning för hållbar utveckling i svensk skola [Environmental education and training for sustainable development in Swedish schools] Report, developed for the Swedish National Agency for Education (Skolverket), led by Leif Östman (Upsala University) and Johan Öhman (Örebro University) in 2002.

  4. 4.

    Although this typology was not applied by Schmidt et al. (2010), the results achieved by this city showed a preponderance of EE practices very close to the normative tradition.

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Correspondence to Leonor Prata .

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Guerra, J., Schmidt, L., Prata, L. (2022). Sustainable Development Goals in Portuguese Speaking Countries: The Perspective of Environmental Education Experts. In: Leal Filho, W., Vidal, D.G., Dinis, M.A.P., Dias, R.C. (eds) Sustainable Policies and Practices in Energy, Environment and Health Research. World Sustainability Series. Springer, Cham. https://doi.org/10.1007/978-3-030-86304-3_3

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