A implementação de centros de educação ambiental para o enfrentamento de questões socioambientais nas províncias do Cuanza Sul e do Mamibe em Angola

Abstract

Environmental Education (EE) can be considered a tool for social mobilization and transformation when experienced critically and contextually. Its development occurs in many countries around the world, albeit under diverse conditions and with diverse understandings. In Brazil, there are spaces called Environmental Education Centers (EECs), which are social facilities consisting of environmental information and training centers that bring together different actors in the region to address socio- environmental emergencies. These EECs hold a prominent place in the National Environmental Education Program (ProNEA). Therefore, this research aims to create and implement EECs through an International Extension Course in two distinct provinces of Angola (Namibe and Cuanza Sul) and answer the following question: how can the creation of EECs influence the search for socio-environmental solutions, particularly regarding solid waste? It is worth mentioning that this implementation took into account the realities and needs of Angola and, as in Brazil, will enable the establishment of EE in these regions. The proposed course, conducted in partnership with the University of Aveiro, Portugal, featured both online and in-person sessions. The course aimed to train various social actors in these provinces to continue EE initiatives and provide theoretical and methodological tools for the formalization of CEAs. In addition to the course, on-site interviews were conducted with eight social actors involved in the implementation of the CEA (Environmental Education Centers), and the content collected by this data collection instrument was analyzed using Discursive Textual Analysis (DTA). This research also enabled the development of an Educational Product (EP) in e-book format for the implementation of CEA in different contexts. Beyond the stated objective, this work aimed to create a state-of- the-art overview of the practices, legislation, and academic works that relate Environmental Education (EE) and Angola. Finally, the results demonstrate that EE is already present in various projects and actions in Angolan territory; however, these initiatives occur in isolation and often without continuity. In this context, the creation of CEA appears to be a relevant and promising proposal.