Nurturing the Seeds of Sustainability Governance …
163
8 Conclusions
Considering the profusion of environmental initiatives in the last decades and documents that emerge from their discussions, it is important to note that Higher Education Institutions play a central role in the tireless search for a fairer society that
promotes environmental sustainability, through articulation of discussions about a
less intensive development model in the use of natural resources and based on a more
conscious consumption.
Some instruments must be implemented for elaboration and application of A3P
in HEI, such as sustainable inventory of goods, practices of sustainability and rationalization of materials. These instruments allow searching for similar devices with
less environmental impact, as well as identifying new purposes of these goods. It
is also a way of thinking about waste reduction that is no longer generated from
the moment that unsustainable materials are not purchased. While sustainable procurement effectively promotes environmental sustainability, disseminating the idea
primarily among all applicants for goods and services, requirements from environmental sustainability criteria are found in bidding instruments. It also becomes an
important indicator of social progress and innovation, responsibility to its citizens
and demonstrates that its leaders are environmentally, socially and economically
efficient as public managers.
Despite the debate about HEI dimensions adequacy to SDGs premises on university campuses, results are still far from ideal. Advances are necessary because their
logic lies in the fact Higher Education Institutions, at its core, are fertile spaces for
the emergence of ideas, followed by experimentation and discussion.
The main challenge has been shown to be the incorporation of attitudes that have
convergence with sustainable practices and rationalization of expenses and processes,
in operational day-to-day of university campuses. In fact, it is still evident the lack
of concrete and efficient attitudes, as well as its integration and communication with
community, seeking the rescue of values and the creation of new ones, attuned to a
new sustainable and global ethics.
In this sense, understanding that this discussion does not end easily, we seek
to contribute with reflections that, in synthesis, point to understanding that which
results need to be perceived, not only in campuses now, but also in its long term, to
naturalize university community commitment regarding their present environmental
actions results as well as their impacts for the planet and next generations future.
Considering the abundance of initiatives presented by Cefet/RJ in the last three
years, it should be emphasized the important role of educational institutions in formative character of exercising citizenship, in pursuing a more just society and promoting environmental sustainability, through the articulation of discussions about a
less intensive development model in the use of natural resources and based on a more
conscious consumption.
163
8 Conclusions
Considering the profusion of environmental initiatives in the last decades and documents that emerge from their discussions, it is important to note that Higher Education Institutions play a central role in the tireless search for a fairer society that
promotes environmental sustainability, through articulation of discussions about a
less intensive development model in the use of natural resources and based on a more
conscious consumption.
Some instruments must be implemented for elaboration and application of A3P
in HEI, such as sustainable inventory of goods, practices of sustainability and rationalization of materials. These instruments allow searching for similar devices with
less environmental impact, as well as identifying new purposes of these goods. It
is also a way of thinking about waste reduction that is no longer generated from
the moment that unsustainable materials are not purchased. While sustainable procurement effectively promotes environmental sustainability, disseminating the idea
primarily among all applicants for goods and services, requirements from environmental sustainability criteria are found in bidding instruments. It also becomes an
important indicator of social progress and innovation, responsibility to its citizens
and demonstrates that its leaders are environmentally, socially and economically
efficient as public managers.
Despite the debate about HEI dimensions adequacy to SDGs premises on university campuses, results are still far from ideal. Advances are necessary because their
logic lies in the fact Higher Education Institutions, at its core, are fertile spaces for
the emergence of ideas, followed by experimentation and discussion.
The main challenge has been shown to be the incorporation of attitudes that have
convergence with sustainable practices and rationalization of expenses and processes,
in operational day-to-day of university campuses. In fact, it is still evident the lack
of concrete and efficient attitudes, as well as its integration and communication with
community, seeking the rescue of values and the creation of new ones, attuned to a
new sustainable and global ethics.
In this sense, understanding that this discussion does not end easily, we seek
to contribute with reflections that, in synthesis, point to understanding that which
results need to be perceived, not only in campuses now, but also in its long term, to
naturalize university community commitment regarding their present environmental
actions results as well as their impacts for the planet and next generations future.
Considering the abundance of initiatives presented by Cefet/RJ in the last three
years, it should be emphasized the important role of educational institutions in formative character of exercising citizenship, in pursuing a more just society and promoting environmental sustainability, through the articulation of discussions about a
less intensive development model in the use of natural resources and based on a more
conscious consumption.