708
V. G. Assis da Silva et al.
5 Sustainability in “Baú de Histórias”
The UN Agenda of 2030 announced in 2015, seventeen (17) Sustainable Development Goals (SDG) and one hundred and sixty-nine (169) targets to be accomplished.
They consider that the Millennium Development Goals are integrated and inseparable
merging in a balanced way to the sustainable development (ONU 2018).
Still according ONU (2018):
More than half of the world’s population now live in urban areas. By 2050, that figure will
have risen to 6.5 billion people - two-thirds of all humanity. Sustainable development cannot
be achieved without significantly transforming the way we build and manage our urban
spaces.
Therefore, Goal 11 refers to making the cities and humans settlements inclusive,
safe, resilient and sustainable. The University Extension Project “Baú de Histórias”’s
main goal is to reduce, until 2030, the negative environmental impact per capita in
the cities by reducing their residues and teaching how to do a correct waste disposal
(ONU 2018).
It is known that the project’s intervention is very little taking the extensive Agenda
2030 into consideration. However, the children’s ease to learn mainly in a playful
manner, transforms this action into a potential multiplier of the process of learning. It
has the capacity to cooperate with the habits and customs transformation and hence
disseminate a more sustainable consciousness than the past generations.
Family is the child’s base of learning and must be the first institution to be engaged
and then involve the rest of the territory. In this scenario, the project considers the child
an important transforming agent with potential for being empowered as a participative
and integrated manager. It seeks, thus, a more sustainable and healthier environment
to possibly reduce the social inequalities.
Preparing the children to valorize the ecosystem is an urgent action to be executed regardless of macro policies and public actions. As members in the university
context who know the critical situation of regions of vulnerability where the project
is inserted, the project’s tools are finding ways to potentialize child and its relatives.
So it would be possible through playful intervention to bring a healthier child development. Meanwhile it is not possible to promote a bigger transformation in urban
spaces, so the project acts with the possible mechanisms to do its part.
6 Construction of a Sustainable Network in Different
Contexts
The improvements reached by the project are related to mentoring children, families and professionals involved to reuse and redefine scraps transforming them into
playthings, avoiding scraps to be thrown in inappropriate places and also reinforcing
environmental awareness.
V. G. Assis da Silva et al.
5 Sustainability in “Baú de Histórias”
The UN Agenda of 2030 announced in 2015, seventeen (17) Sustainable Development Goals (SDG) and one hundred and sixty-nine (169) targets to be accomplished.
They consider that the Millennium Development Goals are integrated and inseparable
merging in a balanced way to the sustainable development (ONU 2018).
Still according ONU (2018):
More than half of the world’s population now live in urban areas. By 2050, that figure will
have risen to 6.5 billion people - two-thirds of all humanity. Sustainable development cannot
be achieved without significantly transforming the way we build and manage our urban
spaces.
Therefore, Goal 11 refers to making the cities and humans settlements inclusive,
safe, resilient and sustainable. The University Extension Project “Baú de Histórias”’s
main goal is to reduce, until 2030, the negative environmental impact per capita in
the cities by reducing their residues and teaching how to do a correct waste disposal
(ONU 2018).
It is known that the project’s intervention is very little taking the extensive Agenda
2030 into consideration. However, the children’s ease to learn mainly in a playful
manner, transforms this action into a potential multiplier of the process of learning. It
has the capacity to cooperate with the habits and customs transformation and hence
disseminate a more sustainable consciousness than the past generations.
Family is the child’s base of learning and must be the first institution to be engaged
and then involve the rest of the territory. In this scenario, the project considers the child
an important transforming agent with potential for being empowered as a participative
and integrated manager. It seeks, thus, a more sustainable and healthier environment
to possibly reduce the social inequalities.
Preparing the children to valorize the ecosystem is an urgent action to be executed regardless of macro policies and public actions. As members in the university
context who know the critical situation of regions of vulnerability where the project
is inserted, the project’s tools are finding ways to potentialize child and its relatives.
So it would be possible through playful intervention to bring a healthier child development. Meanwhile it is not possible to promote a bigger transformation in urban
spaces, so the project acts with the possible mechanisms to do its part.
6 Construction of a Sustainable Network in Different
Contexts
The improvements reached by the project are related to mentoring children, families and professionals involved to reuse and redefine scraps transforming them into
playthings, avoiding scraps to be thrown in inappropriate places and also reinforcing
environmental awareness.