Sustainable Practices for the Organic Waste Management …
805
integrated waste management, since its generation, represents a greater probability
of reuse, promoting a more efficient residue segregation, including the possibility of
adding value by the generators themselves.
From the 1990s onwards, with the publication of the UNESCO Report on 21st
Century Education (UNESCO 1998), and the recognition of educational institutions
as a space where knowledge is generated and socialized, and is therefore essential for
the awareness, the adoption of good environmental practices in these places has been
encouraged. Among these, the creation of sustainability policies, with actions in the
socio-environmental scope, has been shown to merge the proposed environmental
improvements, often leading to waste segregation practices (selective collection) and
reuse.
Among the waste generated in educational institutions, organic waste accounts for
more than half of the total, followed by plastic, paper, metal and others (Adriano and
Murata 2015; Araújo and Viana 2012; Bochnia et al. 2013; Domingues et al. 2016;
Okazaki et al. 2008). Most of this organic waste is generated in their restaurants,
independently if the institution itself maintains them or if they are out contracted.
This emphasizes the relevance of including the restaurants in waste management
policies of these institutions, since they contribute with a large amount of residues,
mainly organic wastes (ABRELPE 2016; Adriano and Murata 2015).
In restaurants, the variety and the quantity of food offered usually exceed the need
for consumption, with frequent occurrence of leftovers and wastage (WRAP 2013;
Naspolini et al. 2009). Thus, the adequate planning of menus and meals is essential
for reducing the solid waste generation.
From this perspective, implementing organic waste management actions in students’ restaurants leads to sustainability. So, this chapter reports the study about
organic waste’s valorization developed in the Federal Institute of Espirito Santo, Vitoria campus, with focus on waste management actions. The study was executed with
the involvement of students, employees, and managers of the restaurant. Information about waste’s generation, packaging, and disposal, was collected. The data was
analyzed from a sustainability perspective, aiming to minimize waste, and promoting a recovery by composting technique. Simultaneously, education activities were
also carried out among the students participating in the project and the employees of
the restaurant, focusing on organic waste management, minimization and recovery
practices. After data analysis it was possible a proposition of actions aimed at greater
sustainability in the processes carried out within the restaurant, working toward to
contribute to the adoption and dissemination of good environmental practices in the
institution.
805
integrated waste management, since its generation, represents a greater probability
of reuse, promoting a more efficient residue segregation, including the possibility of
adding value by the generators themselves.
From the 1990s onwards, with the publication of the UNESCO Report on 21st
Century Education (UNESCO 1998), and the recognition of educational institutions
as a space where knowledge is generated and socialized, and is therefore essential for
the awareness, the adoption of good environmental practices in these places has been
encouraged. Among these, the creation of sustainability policies, with actions in the
socio-environmental scope, has been shown to merge the proposed environmental
improvements, often leading to waste segregation practices (selective collection) and
reuse.
Among the waste generated in educational institutions, organic waste accounts for
more than half of the total, followed by plastic, paper, metal and others (Adriano and
Murata 2015; Araújo and Viana 2012; Bochnia et al. 2013; Domingues et al. 2016;
Okazaki et al. 2008). Most of this organic waste is generated in their restaurants,
independently if the institution itself maintains them or if they are out contracted.
This emphasizes the relevance of including the restaurants in waste management
policies of these institutions, since they contribute with a large amount of residues,
mainly organic wastes (ABRELPE 2016; Adriano and Murata 2015).
In restaurants, the variety and the quantity of food offered usually exceed the need
for consumption, with frequent occurrence of leftovers and wastage (WRAP 2013;
Naspolini et al. 2009). Thus, the adequate planning of menus and meals is essential
for reducing the solid waste generation.
From this perspective, implementing organic waste management actions in students’ restaurants leads to sustainability. So, this chapter reports the study about
organic waste’s valorization developed in the Federal Institute of Espirito Santo, Vitoria campus, with focus on waste management actions. The study was executed with
the involvement of students, employees, and managers of the restaurant. Information about waste’s generation, packaging, and disposal, was collected. The data was
analyzed from a sustainability perspective, aiming to minimize waste, and promoting a recovery by composting technique. Simultaneously, education activities were
also carried out among the students participating in the project and the employees of
the restaurant, focusing on organic waste management, minimization and recovery
practices. After data analysis it was possible a proposition of actions aimed at greater
sustainability in the processes carried out within the restaurant, working toward to
contribute to the adoption and dissemination of good environmental practices in the
institution.