Schools develop initiatives to form a generation of citizens of the planet focused on reducing the environmental impact of their actions <\/p>\n","protected":false},"author":25,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_et_pb_use_builder":"on","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"categories":[1438],"tags":[],"class_list":["post-38776","post","type-post","status-publish","format-standard","hentry","category-explore"],"cp_meta_data":{"_pingme":["1"],"_encloseme":["1"],"_alp_processed":["1675943680"],"_wp_page_template":["default"],"_wpml_word_count":["{\"total\":1266,\"to_translate\":{\"en\":1266,\"fr\":1266}}","{\"total\":1266,\"to_translate\":{\"en\":1266,\"fr\":1266}}","{\"total\":1266,\"to_translate\":{\"en\":1266,\"fr\":1266}}","{\"total\":1266,\"to_translate\":{\"en\":1266,\"fr\":1266}}","{\"total\":1266,\"to_translate\":{\"en\":1266,\"fr\":1266}}","{\"total\":1266,\"to_translate\":{\"en\":1266,\"fr\":1266}}","{\"total\":1266,\"to_translate\":{\"en\":1266,\"fr\":1266}}"],"_wpml_location_migration_done":["1"],"_mtsnb_override_bar":["a:1:{i:0;s:0:\"\";}"],"_et_monarch_override":[""],"_et_builder_version":["VB|Divi|4.17.4"],"_et_pb_first_image":[""],"_et_pb_truncate_post":["
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sustainable education
\nSchools develop initiatives to form a generation of citizens of the planet focused on reducing the environmental impact of their actions
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\nby Andr\u00e9a Ciaffone<\/div>\n\t\t\t<\/div>\n\t\t\t<\/div>\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t<\/div>\n\t\t\t\t\n\t\t\t\t\n\t\t\t<\/div>
\nSchools develop initiatives to form a generation of citizens of the planet focused on reducing the environmental impact of their actions
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\nby Andr\u00e9a Ciaffone<\/div>\n\t\t\t<\/div>\n\t\t\t<\/div>\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t<\/div>\n\t\t\t\t\n\t\t\t\t\n\t\t\t<\/div>
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Children are the future. More than ever, this popular adage makes perfect sense. With the climate emergency and the energy crisis, both foreseen a few years ago, the present moment requires a global effort not only to review environmental policies and the use of natural resources, but also and above all to find solutions based on frameworks devised in different parts of the planet. In establishing these connections, education plays a prominent role, as illustrated through projects developed by schools in S\u00e3o Paulo.
\nMaple Bear, a bilingual school network using Canadian methodology and present in 30 countries, has created the Global Connections for Sustainability Program, which promotes a debate and collaboration among its units around the world. Students exchange experiences in order to work out solutions to problems related to the 17 Sustainable Development Goals (SDGs) set forth by the United Nations (UN). This way, these projects promote cultural exchange, keeping students at the center of their learning process, as embodied by the essence of Canadian education.
\n\u201cThe children are developing a project on water with students from India. This is a crucial insight of the program. Not only are we talking about current topics which students watch on TV and online – already arousing a lot of interest – but we also have students eager to learn to whom they are relating. This makes them ever more dedicated\u201d, says Nat\u00e1lia Fontana Fernandes, manager at Maple Bear Mooca. \u201cBefore getting into the subject of water, the children had a live meeting just to talk to each other. Both the children in India and our students already had a list of questions they wanted to ask each other, about tastes, habits and curiosities.\u201d<\/div>\n\t\t\t<\/div>\n\t\t\t<\/div>\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t<\/div>
\nMaple Bear, a bilingual school network using Canadian methodology and present in 30 countries, has created the Global Connections for Sustainability Program, which promotes a debate and collaboration among its units around the world. Students exchange experiences in order to work out solutions to problems related to the 17 Sustainable Development Goals (SDGs) set forth by the United Nations (UN). This way, these projects promote cultural exchange, keeping students at the center of their learning process, as embodied by the essence of Canadian education.
\n\u201cThe children are developing a project on water with students from India. This is a crucial insight of the program. Not only are we talking about current topics which students watch on TV and online – already arousing a lot of interest – but we also have students eager to learn to whom they are relating. This makes them ever more dedicated\u201d, says Nat\u00e1lia Fontana Fernandes, manager at Maple Bear Mooca. \u201cBefore getting into the subject of water, the children had a live meeting just to talk to each other. Both the children in India and our students already had a list of questions they wanted to ask each other, about tastes, habits and curiosities.\u201d<\/div>\n\t\t\t<\/div>\n\t\t\t<\/div>\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t<\/div>
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Brazil, Mexico, Vietnam and India are already carrying out program activities. By the beginning of 2022, other countries should start developing projects as well. Maple Bear has 559 schools worldwide, with around 39,000 students in total. Elementary and high school students aged between 6 and 14 and subdivided by age group can participate in the Global Connections for Sustainability Program.
\nA common topic is chosen, and the group from one country works with the group from another in order to delve deeper into the proposed issue and to respond to the difficulties encountered. \u201cIn the job market, when they are discussing solutions to world problems, they will be better prepared. Because at the age of 8 they are already doing this, looking for a solution that meets the reality of Brazil and of India\u201d, asserts the Brazilian unit manager.
\nShe states that the experience has been rich in every way and that lesson plans and guidelines have been adapted according to the practice with students. \u201cThis school class is now regarded as a pilot project group. It is opening up ideas for what we are going to do with others, not in Brazil only. Everything is being reported to Maple Bear globally so that we can make adjustments\u201d, explains Nat\u00e1lia. A global platform will hold the completed projects, and all units will be able to check them out.<\/div>\n\t\t\t<\/div>\n\t\t\t<\/div>\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t<\/div>
\nA common topic is chosen, and the group from one country works with the group from another in order to delve deeper into the proposed issue and to respond to the difficulties encountered. \u201cIn the job market, when they are discussing solutions to world problems, they will be better prepared. Because at the age of 8 they are already doing this, looking for a solution that meets the reality of Brazil and of India\u201d, asserts the Brazilian unit manager.
\nShe states that the experience has been rich in every way and that lesson plans and guidelines have been adapted according to the practice with students. \u201cThis school class is now regarded as a pilot project group. It is opening up ideas for what we are going to do with others, not in Brazil only. Everything is being reported to Maple Bear globally so that we can make adjustments\u201d, explains Nat\u00e1lia. A global platform will hold the completed projects, and all units will be able to check them out.<\/div>\n\t\t\t<\/div>\n\t\t\t<\/div>\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t<\/div>
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The experience at Mooca began in June, and was expected to be concluded by mid-November. \u201cWe started with the 4th grade class. Now that they have seen what we\u2019ve been doing, the younger students want to know when their turn will come. The classroom wall is made of glass and they can walk by and see the students talking to students in India\u201d, says the school manager.
\nUsing the playfulness and curiosity inherent to young children, it is possible to approach complex topics in a natural way. At Tarsila do Amaral School, children routinely feed the worm farm, compost and take care of vegetables and fruit trees. \u201cCaring for the climate is not an educational choice, it is something we need so that future generations may live more and more in harmony with the environment. Sustainability awareness arises from the interaction among children, and proximity to all forms of life promotes caring, protection and preservation\u201d, declares the school\u2019s pedagogical coordinator, Patricia Bignardi.
\nThus, children are already growing up with the idea that these are topics that must be given constant attention. The ongoing projects at Centro Educacional Pioneiro engage 6th grade students since they were in 4th grade. Marcia Sakay, Science teacher, explains that children have been reducing the waste that would be discarded; for example, \u201cfrom frying oil they are making soap and cloth scraps become cell phone charger holders\u201d.<\/div>\n\t\t\t<\/div>
\nUsing the playfulness and curiosity inherent to young children, it is possible to approach complex topics in a natural way. At Tarsila do Amaral School, children routinely feed the worm farm, compost and take care of vegetables and fruit trees. \u201cCaring for the climate is not an educational choice, it is something we need so that future generations may live more and more in harmony with the environment. Sustainability awareness arises from the interaction among children, and proximity to all forms of life promotes caring, protection and preservation\u201d, declares the school\u2019s pedagogical coordinator, Patricia Bignardi.
\nThus, children are already growing up with the idea that these are topics that must be given constant attention. The ongoing projects at Centro Educacional Pioneiro engage 6th grade students since they were in 4th grade. Marcia Sakay, Science teacher, explains that children have been reducing the waste that would be discarded; for example, \u201cfrom frying oil they are making soap and cloth scraps become cell phone charger holders\u201d.<\/div>\n\t\t\t<\/div>
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\u201cToday\u2019s youth cannot be held responsible for the Earth\u2019s current situation, which has undergone thousands of changes. We have toteach our students to coexist in this planet and,for this, they have to know it better\u201d\f<\/div>\n\t\t\t<\/div>
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Technology is a means to mobilize students at Carand\u00e1 Educa\u00e7\u00e3o. Middle School and High School students created the Sustainability Collective, with the profile @cvvsustentavel on Instagram, to address issues related to climate change and the need to change habits. \u201cWorking for a healthy relationship between man and the planet is in the DNA of our school. Carand\u00e1 has just moved to a new facility, fully designed for the good use of natural resources\u201d, says their administrative director, Milena Palma.
\nThroughout 2021, the climate and energy crisis was the topic for discussion proposed by Pedro Ferreira, 8th grade Geography teacher at Escola Nossa Senhora das Gra\u00e7as (also known as Gracinha). \u201cStudents analyze the impact of human beings on Earth and develop a proposal for a newspaper of the future, projecting the planet\u00b4s situation 50 years from now\u201d, he says. His starting point is asking the questions \u2018Why Conserve?\u2019 and \u2018Preserving for whom?\u2019
\nFor High School students, Renan Nilnitsky, teacher of Natural Sciences at the same school, adopts a very practical approach. \u201cStudents are analyzing the energy consumption in their homes during the last year and categorizing their appliances according to energy consumption. The idea is to establish a diagnosis and to take actions that promote a reduction of at least 20% in that energy consumption\u201c, he explains.<\/div>\n\t\t\t<\/div>
\nThroughout 2021, the climate and energy crisis was the topic for discussion proposed by Pedro Ferreira, 8th grade Geography teacher at Escola Nossa Senhora das Gra\u00e7as (also known as Gracinha). \u201cStudents analyze the impact of human beings on Earth and develop a proposal for a newspaper of the future, projecting the planet\u00b4s situation 50 years from now\u201d, he says. His starting point is asking the questions \u2018Why Conserve?\u2019 and \u2018Preserving for whom?\u2019
\nFor High School students, Renan Nilnitsky, teacher of Natural Sciences at the same school, adopts a very practical approach. \u201cStudents are analyzing the energy consumption in their homes during the last year and categorizing their appliances according to energy consumption. The idea is to establish a diagnosis and to take actions that promote a reduction of at least 20% in that energy consumption\u201c, he explains.<\/div>\n\t\t\t<\/div>
\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t![\"\"](\"https:\/\/www.ccbc.org.br\/wp-content\/uploads\/2022\/10\/Sustenatibilidade-nas-escolas-Foto-Escola-Tarsila-do-Amaral.jpg\" "\\"Sustenatibilidade")
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During Amazon Week – October 13 to 16 – the school brought together experts from academia and representatives of indigenous peoples to discuss the impact of the climate crisis on the planet\u2019s largest forest and on its inhabitants, as well as possible solutions and technologies to solve current problems.
\n\u201cToday\u00b4s youth cannot be held responsible for the Earth\u2019s current situation, which has undergone millions of changes. We have to teach our students to coexist in this planet and, for this, they have to know it better\u201d, maintains Antonio Carlos Carvalho, Geography teacher at Col\u00e9gio Equipe.
\nHe recalls that Equipe has been discussing environmental issues in the classroom for more than thirty years and that many former students are engaged in environmental movements, for instance, Jo\u00e3o Gabriel Prioli, who currently teaches History at the school. \u201cWe discuss pollution. Why does it exist? Do we like it? If we don\u2019t like it, why do we cause it? Because of our way of life, for convenience, due to our consumption habits. Our students are aware that less is more, that cars pose serious problems, that they must consume differently and live well with other species. There is no point in recycling our waste if we don\u2019t change our habits,\u201d states Carvalho.<\/div>\n\t\t\t<\/div>\n\t\t\t<\/div>\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t<\/div>\n\t\t\t\t\n\t\t\t\t\n\t\t\t<\/div>
\n\u201cToday\u00b4s youth cannot be held responsible for the Earth\u2019s current situation, which has undergone millions of changes. We have to teach our students to coexist in this planet and, for this, they have to know it better\u201d, maintains Antonio Carlos Carvalho, Geography teacher at Col\u00e9gio Equipe.
\nHe recalls that Equipe has been discussing environmental issues in the classroom for more than thirty years and that many former students are engaged in environmental movements, for instance, Jo\u00e3o Gabriel Prioli, who currently teaches History at the school. \u201cWe discuss pollution. Why does it exist? Do we like it? If we don\u2019t like it, why do we cause it? Because of our way of life, for convenience, due to our consumption habits. Our students are aware that less is more, that cars pose serious problems, that they must consume differently and live well with other species. There is no point in recycling our waste if we don\u2019t change our habits,\u201d states Carvalho.<\/div>\n\t\t\t<\/div>\n\t\t\t<\/div>\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t<\/div>\n\t\t\t\t\n\t\t\t\t\n\t\t\t<\/div>
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