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Description
Today, many young people participate in events to foster leaders to take action about climate change. Their intentions are good, but not enough. To tackle environmental problems people have to act locally. People need to look at the places where they live and identify what environmental problems affects them and what they can do to change it. This movement has to start from within, in people’s houses, schools, communities. This is where they can take action as citizens and make a difference. The “Aprende, Conhece, Participa” project aims to empower young people (12-18 years-old), giving them knowledge and skills to act in their communities, becoming active citizens more aware of the environmental issues around them. It also aims to work with teachers, important vectors of knowledge near students, through a training that will provide resources and skills on how to act on behalf of environmental protection. It will be implemented in Loures and Vila-Franca-de-Xira municipalities.
Summary of project results
School is an ideal stage for learning about environmental issues and practicing social participation. However, there is often a gap between curricula and local realities, making it difficult for students and teachers to understand a region''s biodiversity and to have a clear picture of environmental problems, the actors involved, and how to intervene. This project aimed to bridge this gap.
The project was implemented in two partner schools, involving various actions throughout the academic year. After the initial action, each school developed its own project based on the local context, the school community, and the needs of teachers and students.
The first action, "LEARN," was a theoretical-practical introduction to the themes through a slide presentation and the game "Cidadãos pela Natureza." This action was similar in both schools but adapted to each location using concrete regional examples to help students identify local places and situations.
The second action, "KNOWING AND PARTICIPATION," aimed to promote a practical approach to the themes and community intervention, tailored to each school''s project. At the first school, the project focused on the Tagus estuary as a study object for 8th-grade science and citizenship, involving 220 students. Activities included a biodiversity scavenger hunt and a field trip to the Tagus riverfront for bird and plant observation, culminating in group projects on estuary biodiversity presented as videos or slides.
At the second school, the project centered on the recovery of the school''s green spaces, involving 185 students from various grades. Activities included identifying school trees, creating informational brochures and wooden plaques, and revitalizing flowerbeds with artistic elements and planting. Additionally, 11th-grade students participated in a field trip for bird and landscape observation, proposing intervention measures for the riverfront.
Teacher training involved 42 teachers in 25 hours of sessions, including online and in-person field trips to natural areas near the schools. These sessions aimed to familiarize teachers with local natural sites for future student activities and provide strategies for utilizing outdoor spaces for educational purposes.
Key achievements included successful student engagement in practical and community-oriented projects, the revitalization of school green spaces, and the development of teacher skills for outdoor education.
In quantitative terms, the following was achieved:
- 42 people educated in civic rights;
- 2 partnerships between NGOs and schools promoting civic education;
- 82% share of target group showing civic concerns.
Regarding capacity building, 21 professionals were trained.
All proposed targets were met and exceeded.