Educação ambiental na gestão de bacias hidrográficas : a experiência do Programa de Educação Ambiental do Cultivando Água Boa/Itaipu Binacional – PR

Abstract

Given the need for sustainable management of water resources in Brazil, the Cultivating Good Water Program (CAB), through the Environmental Education Program (PEA) of Itaipu Binacional developed in the Paraná River Basin 3 (BP3) stood out for integrating Environmental Education (EE) in water resources management actions. In this sense, the present work aimed to propose guidelines for EE programs based on the appreciation of collective knowledge, on the integrative view of knowledge, on training processes, on the constitution of collaborative networks aimed at the capillarity and rooting of EE, and on environmental management of river basins. For this, the methodology used was a qualitative approach, with data analysis based on exploratory research and Participant-Action Research, using literature review procedures and application of questionnaires that were analyzed using the IRAMUTEQ software. The results indicated that the PEA/CAB was an important driver for the development of EE projects, and that, in addition to the adoption of result indicators, qualitative impact indicators are needed for the implementation of EE programs. Based on the results obtained, the guidelines for the replicability of the PEA in territorial management by river basins, contemplate strategic, managerial, methodological and human development issues regarding the design and implementation of EE. Of the strategic guidelines, the following stand out: design articulated with other socio-environmental programs; interinstitutional articulation; formation of an educator collective; conceptual preparation of local actors; participatory construction of goals, indicators and ways of monitoring results; establishment of partnerships with universities and research centers; training for program managers; clear and transparent communication; definition of the roles of those involved; definition of the levels of social participation of the different social actors, as well as the methodologies that will compose the social technology of mobilization, constitution, formation and performance of the educating collectives. With regard to management guidelines, the strengthening of popular EE is suggested, through financial and technical resources destined to learning communities (CAs); technical assistance for teams from city halls and others involved; presence of environmental education managers in the municipalities involved; definition of goals and indicators for collective educators, Training Programs for Environmental Educators (FEA) and CAs; adequate profile of the PEA manager; technical preparation and associated with the human development of environmental educators working in the PEA. The methodological guidelines, on the other hand, are based on training for the CAs; involvement of the school community; insertion of basic aspects of EA; promotion of the water and sustainability nexus in environmental management by river basin, integrating water, integrative health, eco-pedagogy and sustainability; adoption of action-reflection in decision-making; adoption of language that dialogues with different aspects of spiritual manifestation. We conclude that critical, mobilizing, participatory, transformative EE, based on planetary documents and organized through a continuing education program for environmental educators and educator’s collectives, can provide opportunities for knowledge and experiences that promote human development, with water as an integrating theme and the basin as a territory of intervention.