162
U. Maruyama et al.
According to Disterheft et al. (2015) the concept of participation offers possibilities for transformative learning and critical thinking to take place in a more holistic
manner. In addition, Leal Filho et al. (2015) argue that there is an increasing trend
towards integrating sustainability as a transversal theme, rather than limiting it to
specific parts of the curriculum, hence improving the potential for impact on all
university students. In this sense, the authors understand universities are extremely
important in the formal delivery of environmental education, yet they do not always
provide effective environmental and sustainability learning.
In fact, the three dimensions (teaching, research and extension) involve educational process in Cefet/RJ are aligned with six fundamental points of sustainability,
promote public awareness for environment preservation:
i. Sustainability approach in its multiple aspects, by means of curricular activity/discipline/obligatory interdisciplinary projects promoting the study of environmental legislation and knowledge on environmental management, according
to baccalaureate courses, technology, specialization and extension training professionals working in the different areas.
ii. Promotion of research aiming instruments, methodologies and processes
approach to environmental dimension applied to integrated curricula in different
levels and modalities of education.
iii. Evaluative monitoring of environmental dimension incorporation in higher education to subsidize pedagogical projects improvement and elaboration of specific
guidelines.
iv. Promotion of research and extension in environmental education.
v. Encouraging the promotion of educational materials as a reference for environmental education in diverse levels of education modalities.
vi. Participation in continuing education and teacher service processes (MEC 2017).
Is also worth mentioning the recent study presented by Leal Filho et al. (2018)
which argue is not sufficient for university researchers to simply perform research:
their outputs should be more widely communicated. In this context, a more dynamic
approach from universities researchers towards using their findings to influence public discussions about climate change through media, policy networks and to interested
communities is required.
However, the implementation of the program ‘A3P’ in Cefet/RJ did not always a
smooth course. In line with the barriers identified by Ribeiro et al. (2005), Cefet/RJ
also had to face some issues related to the non-valuation of environment by some of
its staff/students and with the non-perception of the institution as a potential source
of solid waste producer. For instance, many employees still don’t know what Public Administration Public Agenda means; financing environmental projects during
economic crisis is an obstacle to managers; ‘departamentalism’ (beadledom, bureaucracy) is another issue. In order to minimize the impacts of these issues, Cefet/RJ had
to improve its strategic management interpersonal skills as well as its environmental
knowledge and information competencies.
U. Maruyama et al.
According to Disterheft et al. (2015) the concept of participation offers possibilities for transformative learning and critical thinking to take place in a more holistic
manner. In addition, Leal Filho et al. (2015) argue that there is an increasing trend
towards integrating sustainability as a transversal theme, rather than limiting it to
specific parts of the curriculum, hence improving the potential for impact on all
university students. In this sense, the authors understand universities are extremely
important in the formal delivery of environmental education, yet they do not always
provide effective environmental and sustainability learning.
In fact, the three dimensions (teaching, research and extension) involve educational process in Cefet/RJ are aligned with six fundamental points of sustainability,
promote public awareness for environment preservation:
i. Sustainability approach in its multiple aspects, by means of curricular activity/discipline/obligatory interdisciplinary projects promoting the study of environmental legislation and knowledge on environmental management, according
to baccalaureate courses, technology, specialization and extension training professionals working in the different areas.
ii. Promotion of research aiming instruments, methodologies and processes
approach to environmental dimension applied to integrated curricula in different
levels and modalities of education.
iii. Evaluative monitoring of environmental dimension incorporation in higher education to subsidize pedagogical projects improvement and elaboration of specific
guidelines.
iv. Promotion of research and extension in environmental education.
v. Encouraging the promotion of educational materials as a reference for environmental education in diverse levels of education modalities.
vi. Participation in continuing education and teacher service processes (MEC 2017).
Is also worth mentioning the recent study presented by Leal Filho et al. (2018)
which argue is not sufficient for university researchers to simply perform research:
their outputs should be more widely communicated. In this context, a more dynamic
approach from universities researchers towards using their findings to influence public discussions about climate change through media, policy networks and to interested
communities is required.
However, the implementation of the program ‘A3P’ in Cefet/RJ did not always a
smooth course. In line with the barriers identified by Ribeiro et al. (2005), Cefet/RJ
also had to face some issues related to the non-valuation of environment by some of
its staff/students and with the non-perception of the institution as a potential source
of solid waste producer. For instance, many employees still don’t know what Public Administration Public Agenda means; financing environmental projects during
economic crisis is an obstacle to managers; ‘departamentalism’ (beadledom, bureaucracy) is another issue. In order to minimize the impacts of these issues, Cefet/RJ had
to improve its strategic management interpersonal skills as well as its environmental
knowledge and information competencies.