48
L. L. Brandli et al.
1 Introduction
Green areas are recognized as important spaces both for improving the quality of
life of the population that integrates it and for the sound maintenance of an entire
ecosystem that depends on it. Over the years, the importance of preserving areas
with remnant of vegetation cover has remained undisputed, especially considering
their functions and cases of degradation.
Since university campuses tend to have rich green areas, they represent important
allies on the promotion and practice of sustainability and the sustainable use of
green spaces. The optimization of the green areas of a university campus, with the
purpose of promoting sustainability, meets the theme of the new global agenda.
2030 Agenda emerges as a plan of action that seeks to achieve human rights through
17 integrated goals, the Sustainable Development Goals (SDG). These goals are to
promote a socially just, environmentally appropriate and economically viable world,
thus consolidating the basis for sustainable development to occur and were designed
to conclude the actions initiated in the 2000s with the Millennium Development
Goals (United Nations 2015a).
Universities can contribute to the integration of SDGs by emphasizing local and
regional projects in the field of sustainability. Also, by sensitizing university students to practical experiences, the university is making clear the need for personal
involvement and action (Leal Filho 2011).
SDG 4 aims to ensure qualitative education, providing lifelong learning opportunities for all and aims to ensure that by 2030 all students are able to promote and
experience sustainable development (United Nations 2015b). The sustainable development education proposed by this SDG addresses issues such as the relationship of
global citizens with nature and learning at all levels of education, including higher
education, since between 2000 and 2013 enrolment in this type of education has doubled globally (United Nations 2016). SDG 15 seeks to protect forests and biodiversity
so that these natural resources can benefit everyone, including future generations.
Among its goals up to 2020 are the promotion of sustainable use of these areas,
increasing afforestation and reforestation, and combating the degradation of natural
habitats (United Nations 2015c).
When developed together, these two goals can be even more successful, since the
main tool for raising ecological awareness and subsequent environmental protection
is education for sustainable development. So, as you work on one goal, positive
contributions also emerge in others.
In this context, integrating sustainable actions related to quality education (SDG
4) and preservation of terrestrial life (SDG 15) requires assistance from the university
environment as a key factor for the mobilization and awareness of individuals capable
of contributing to a better future.
For universities to comply with their role of integrating these SDGs and their own
goals, they must be motivated and prepared to train professionals to work in the related
areas of sustainable consumption, soil conservation, climate change, preservation of
terrestrial ecosystems, among others (Beuron et al. 2017).
L. L. Brandli et al.
1 Introduction
Green areas are recognized as important spaces both for improving the quality of
life of the population that integrates it and for the sound maintenance of an entire
ecosystem that depends on it. Over the years, the importance of preserving areas
with remnant of vegetation cover has remained undisputed, especially considering
their functions and cases of degradation.
Since university campuses tend to have rich green areas, they represent important
allies on the promotion and practice of sustainability and the sustainable use of
green spaces. The optimization of the green areas of a university campus, with the
purpose of promoting sustainability, meets the theme of the new global agenda.
2030 Agenda emerges as a plan of action that seeks to achieve human rights through
17 integrated goals, the Sustainable Development Goals (SDG). These goals are to
promote a socially just, environmentally appropriate and economically viable world,
thus consolidating the basis for sustainable development to occur and were designed
to conclude the actions initiated in the 2000s with the Millennium Development
Goals (United Nations 2015a).
Universities can contribute to the integration of SDGs by emphasizing local and
regional projects in the field of sustainability. Also, by sensitizing university students to practical experiences, the university is making clear the need for personal
involvement and action (Leal Filho 2011).
SDG 4 aims to ensure qualitative education, providing lifelong learning opportunities for all and aims to ensure that by 2030 all students are able to promote and
experience sustainable development (United Nations 2015b). The sustainable development education proposed by this SDG addresses issues such as the relationship of
global citizens with nature and learning at all levels of education, including higher
education, since between 2000 and 2013 enrolment in this type of education has doubled globally (United Nations 2016). SDG 15 seeks to protect forests and biodiversity
so that these natural resources can benefit everyone, including future generations.
Among its goals up to 2020 are the promotion of sustainable use of these areas,
increasing afforestation and reforestation, and combating the degradation of natural
habitats (United Nations 2015c).
When developed together, these two goals can be even more successful, since the
main tool for raising ecological awareness and subsequent environmental protection
is education for sustainable development. So, as you work on one goal, positive
contributions also emerge in others.
In this context, integrating sustainable actions related to quality education (SDG
4) and preservation of terrestrial life (SDG 15) requires assistance from the university
environment as a key factor for the mobilization and awareness of individuals capable
of contributing to a better future.
For universities to comply with their role of integrating these SDGs and their own
goals, they must be motivated and prepared to train professionals to work in the related
areas of sustainable consumption, soil conservation, climate change, preservation of
terrestrial ecosystems, among others (Beuron et al. 2017).