454
R. C. S. Pereira et al.
systems. In percentage, the numbers show that 73.70% of the total inhabitants of
Cabo Frio municipality have access to safe drinking water. However, 26.30% of this
population does not yet have access to this service. On the other hand, concerning
the provision of sewage collection services, the scenario is worrisome and unequal,
as availability applies only to 59.74% of the city’s citizens, leaving 40.26% without
access to the service.
It is noteworthy that the national basic sanitation guidelines in Brazil, Law 11.445
(Brazil 2007), deliberate on universal access to essential sanitation services to the
population, which includes water supply, sanitary sewage, urban cleaning and water
management, as well as a SW handled in a manner suitable for public health and
environmental protection. This law is ratified by analysing the sixth Sustainable
Development Goal (SDG), set by United Nations Educational, Scientific and Cultural
Organization (UNESCO) (2015), which aims to ensure the availability and sustainable management of water and sanitation for all. However, and based on research
from Brazil Institute it is possible to perceive that this context is quite contradictory about what is established by Law 11.445 (Brazil 2007) and its relation to the
objectives of the SDGs.
This scenario justifies the need to develop strategies and pedagogical projects in
the face of social and environmental problems and the marked local water crisis so
that it glimpses the pedagogical praxis contributing to the formation of citizens active
in the construction of a more sustainable society, also addressing social responsibility
in schools. The school should be a space where reflections, discussions and practices
of environmental education, concerning local social and ecological issues, are able
to promote knowledge supporting sustainability actions (El Tugoz et al. 2017).
Conservation and correct management actions are alternatives to promote sustainable water use (Carli et al. 2013), to be addressed during school awareness pedagogical practices. In this sense, it becomes relevant to sensitise teachers and students
to act in a conception of Critical Environmental Education about the local socioenvironmental reality (Guimarães 2016). As highlighted by Otto and Pensini (2017),
the development of work from an environmental perspective aims not only to impact
an individual’s internal representations in the world but also to awaken behaviours
appropriate to the context in which citizens live.
In Brazil, Law 9.795/99 (Brazil 1999) defines that environmental education is an
essential and permanent component of national culture, having as one of its principles the articulation of local, regional, national and global environmental issues.
From this perspective, the fourth SDG states as one of its purposes that quality education provides students with the knowledge and skills needed to promote sustainable
development and healthy lifestyles.
It should be emphasised that the city of Cabo Frio/RJ has two critical public institutions, both high school and technical, the Fluminense Federal Institute, campus
Cabo Frio (FFI-CF) and the Ismar Gomes de Azevedo Education Institute (IGAEI).
Both contain environmental guidelines. The pedagogical proposal presented in the
Minimum Curriculum of the Teacher Training Course (SEEDUC 2013) aims to
develop educational actions that go beyond the mere “do something for the Planet”
R. C. S. Pereira et al.
systems. In percentage, the numbers show that 73.70% of the total inhabitants of
Cabo Frio municipality have access to safe drinking water. However, 26.30% of this
population does not yet have access to this service. On the other hand, concerning
the provision of sewage collection services, the scenario is worrisome and unequal,
as availability applies only to 59.74% of the city’s citizens, leaving 40.26% without
access to the service.
It is noteworthy that the national basic sanitation guidelines in Brazil, Law 11.445
(Brazil 2007), deliberate on universal access to essential sanitation services to the
population, which includes water supply, sanitary sewage, urban cleaning and water
management, as well as a SW handled in a manner suitable for public health and
environmental protection. This law is ratified by analysing the sixth Sustainable
Development Goal (SDG), set by United Nations Educational, Scientific and Cultural
Organization (UNESCO) (2015), which aims to ensure the availability and sustainable management of water and sanitation for all. However, and based on research
from Brazil Institute it is possible to perceive that this context is quite contradictory about what is established by Law 11.445 (Brazil 2007) and its relation to the
objectives of the SDGs.
This scenario justifies the need to develop strategies and pedagogical projects in
the face of social and environmental problems and the marked local water crisis so
that it glimpses the pedagogical praxis contributing to the formation of citizens active
in the construction of a more sustainable society, also addressing social responsibility
in schools. The school should be a space where reflections, discussions and practices
of environmental education, concerning local social and ecological issues, are able
to promote knowledge supporting sustainability actions (El Tugoz et al. 2017).
Conservation and correct management actions are alternatives to promote sustainable water use (Carli et al. 2013), to be addressed during school awareness pedagogical practices. In this sense, it becomes relevant to sensitise teachers and students
to act in a conception of Critical Environmental Education about the local socioenvironmental reality (Guimarães 2016). As highlighted by Otto and Pensini (2017),
the development of work from an environmental perspective aims not only to impact
an individual’s internal representations in the world but also to awaken behaviours
appropriate to the context in which citizens live.
In Brazil, Law 9.795/99 (Brazil 1999) defines that environmental education is an
essential and permanent component of national culture, having as one of its principles the articulation of local, regional, national and global environmental issues.
From this perspective, the fourth SDG states as one of its purposes that quality education provides students with the knowledge and skills needed to promote sustainable
development and healthy lifestyles.
It should be emphasised that the city of Cabo Frio/RJ has two critical public institutions, both high school and technical, the Fluminense Federal Institute, campus
Cabo Frio (FFI-CF) and the Ismar Gomes de Azevedo Education Institute (IGAEI).
Both contain environmental guidelines. The pedagogical proposal presented in the
Minimum Curriculum of the Teacher Training Course (SEEDUC 2013) aims to
develop educational actions that go beyond the mere “do something for the Planet”