Sistema de evaluación para proyectos de educación ambiental para gestión de recursos hídricos (SAPEA-Água)

Chacon-Pereira, Alessandra; Neffa, Elza; Silva, Luciene Pimentel da

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Original Article • Ambient. soc. 25 • 2022 • https://doi.org/10.1590/1809-4422asoc20210061r1vu2022L2OA copiar

Sistema de evaluación para proyectos de educación ambiental para gestión de recursos hídricos (SAPEA-Água)

Autoría SCIMAGO INSTITUTIONS RANKINGS

Resumen

En el contexto del aumento de los riesgos de las crisis hídricas en muchos de los países, la educación ambiental se presenta como un instrumento con capacidad de contribuir en la búsqueda de soluciones a la problemática hídrica junto a la comunidad local y a los diversos sectores de la sociedad. Sin embargo, estudios indican la fragilidad metodológica de los programas/ proyectos de educación ambiental direccionados a la gestión de los recursos hídricos. Según esa perspectiva, elaboramos el Sistema de Evaluación de Programas y Proyectos de Educación Ambiental para los Recursos Hídricos (SAPEA-Agua), con base en una pesquisa cuali-cuantitativa que combinó la investigación bibliográfica y la análisis de contenido de documentos que orientan a la educación ambiental, con la finalidad de evaluar el nivel de contextualización, interdisciplinaridad, participación, sostenibilidad, comunicación y autoevaluación de los programas/ proyectos de educación ambiental. Consideramos que el SAPEA-Agua puede apoyar y ampliar la cantidad, la calidad y la efectividad de programas/ proyectos de educación ambiental en el ámbito de la gestión de las aguas.

Palabras-clave:
Educación ambiental; Gestión integrada de recursos hídricos; Indicadores; Evaluación; Programas/ Proyectos

Analysis category	Reference document	Extracted excerpts
Contextualization Promoting solutions to socio-environmental issues at local, national and international levels	Belgrade Charter (1975)	Item F - Basic Guidelines for EE Programs 5: “Environmental education should examine major environmental issues from a world point of view, while paying due regard to regional differences”.
	Belgrade Charter (1975)	Item F - Basic Guidelines for EE Programs 8: “Environmental education should promote the value and necessity of local, national and international cooperation in the solution of environmental problems”.
	Tbilisi Declaration (1977)	“By taking a global approach...”
	Treaty on EE (1992)	“This requires individual and collective responsibility at local, national and planetary level”.
		EE principles: 3. “Environmental education is both individual and collective. It aims to develop local and global citizenship with respect for self-determination and the sovereignty of nations”.
		Action Plan 6: “Promote and support training for environmental conservation, preservation and management, as part of the exercise of local and planetary citizenship”.
		Action Plan 14: “Promote the creation and strengthening of national, regional and international networks for joint action between organizations of the South, North, East and West with a planetary perspective (e.g. foreign debt, human rights, peace, global warming, population, contaminated products.)”.
	PNEA (BRASIL,1999)	Basic principle of EE VII: “the articulated approach to local, regional, national and global environmental issues”
	PNEA (BRASIL,1999)	EE’s fundamental goals V: “Encouraging cooperation among different regions in the country, at micro and macro-regional levels, in order to build an environmentally balanced society, founded on the principles of freedom, equality, solidarity, democracy, social justice, responsibility and sustainability”.
	CNRH Resolution n. 98/2009	Article 3 reaffirms the basic principle of EE in PNEA VII: “the articulated approach to local, regional, national and global environmental issues”.
	CNRH Resolution n. 98/2009	Article 3 XI - the river basin (Law n. 9,433, from 1997, article 1, item V) and the river basin region (CNRH Resolution n. 32, from October 15, 2003), which encompasses a basin, group of basins or sub-contiguous basins showing homogeneous or similar natural, social and economic features, as water resources planning and management units.

LISTED CATEGORIES	Environmental Education Assumptions	Belgrade Charter (1975)	Tbilisi Declaration (1977)	Treaty on EE (1992)	National EE Policy (1999)	CNRH Resolution n. 98/2009
Contextualization	Promoting solutions for socio-environmental issues at local, national and global levels.	X		X	X	X
Interdisciplinarity	Adopting the interdisciplinary methodological approach to interpret the environment in its entirety.	X	X	X	X	X
Participation	Including the community in decision-making processes aimed at enabling balance in the local environment through participatory and democratic processes.	X	X	X	X	X
Communication	Democratization of environmental information (social networks and socialization of different knowledge types - popular, technical and scientific).		X	X	X	X
Program / Project Sustainability	Sustainability of the educational process based on training multipliers, as well as on partnership formation, integration to public policies and fundraising.	X	X	X	X	X
Self-assessment	Procedural assessment (elaborating action plans)	X		X	X	X

CONTEXTUALIZATI ON
EVALUATION PARAMETERS	INDICATORS
1. Identification of multiple water uses and traditional knowledge.	1. It presents the environmental and socioeconomic diagnosis of water resources and multiple water uses.
	2. It reports the environmental history of water resources in the area covered by the program/project and specifies the traditional knowledge used in production practices associated with water.
2. Identification of local socio-environmental issues.	3. It presents the map of social actors and conflicts involving multiple water uses.
	4. It reports the history of conflicts involving multiple water uses, mediations, negotiations, as well as political alliances and ruptures.
	5. It reports socio-environmental issues indicated by local social actors, by the river basin committee or by the water resources management body.
3. Actions contributing to the process to cope with local socio-environmental issues.	6. At least 90% of the established goals focus on coping with local socio-environmental issues associated with water resources.
INTERDISCIPLINARITY
EVALUATION PARAMETERS	INDICATORS
4. Formation of an interdisciplinary team (articulation between the technical and social dimensions).	7. It presents balance in the number of professionals designated per knowledge field (Exact and Earth Sciences, Biological Science, Health Science, Agrarian Science, Applied Social Science, Humanities, Engineering, Linguistics, Letters and Arts) who form the program/project’s team, in line with the local context.
	8. It includes the number and profile of local social actors participating in the program/project’s team.
	9. It enables the team to understand the program/project in the critical environmental education context and to interact with common knowledge.
5. Adoption of educational practices in order to integrate scientific and common knowledge.	10. It concerns production and consumption practices associated with water resources in educational activities, as well as integrates and strengthens different scientific knowledge fields and traditional knowledge linked to them.
	11. It presents the number, description, performance time, attendance list, profile and contact of participants, as well as photographic records of educational activities carried out based on the interdisciplinary methodological approach.
	12. It presents materials produced in interdisciplinary educational activities.
	13. The number and profile of individuals participating in interdisciplinary educational activities are in compliance with the established goals.
PARTICIPATION
EVALUATION PARAMETERS	INDICATORS
6. Educational actions counting on the participation of local social actors in vulnerability contexts.	14. It reports the demands pointed out by, and negotiated with, local social actors in vulnerability contexts associated with water conservation and management processes.
	15. It presents the number, profile description, attendance list and contacts of participants, as well as the photographic record of meetings held to propose the educational actions of the program/project.
7. Training and instrumentalization of local social actors in vulnerability contexts in order to participate in decision-making processes.	16. It presents the number, profile description, performances time, attendance list and contacts of participants, as well as the photographic record of training and instrumentalization activities focused on local social actors to enable them to make qualified interventions in decision-making and social control processes associated with water resources.
	17. It presents materials produced in the training, instrumentalization and social control activities focused on local communities.
	18. The number and profile of individuals participating in the training, instrumentalization and social control activities are in compliance with the planned goals.
COMMUNICATION
EVALUATION PARAMETERS	INDICATORS
8. Promotion of information about program/project’s actions and about the conservation and management of local water resources.	19. It describes communication actions capable of indicating the action type, the means of communication, their promotion times and purpose, as well as the target audience’s profile.
	20. It presents textual, digital and photographic materials produced in communication actions.
	21. The size and profile of the target audience reached by communication actions are in compliance with the planned goals.
9. Edu-communication actions focused on increasing local population’s participation in decision-making and social control processes.	22. It presents the number, profile description, performance time and contacts of participants, as well as the photographic record of edu-communication actions implemented in the local water resources management context.
	23. It presents textual and digital materials produced in edu-communication actions.
	24. The size and profile of the target audience reached by edu-communication actions are in compliance with the planned goals.
10. Social networks’ formation or strengthening.	25. It presents the number, profile description, performance time and contacts of participants, as well as the photographic record of the social networks interconnecting institutions and social practices concerning water resources.
	26. It presents materials produced by social networks and virtual social network homepages.
	27. The size and profile of the target audience reached through social networks are in compliance with the planned goals.
PROGRAM/PROJECT’S SUSTAINABILITY
EVALUATION PARAMETERS	INDICATORS
11. Multipliers’ training.	28. It presents the number, profile description, performance time and contacts of participants, as well as the photographic record of training activities applied to multipliers in order to keep the program/project alive after its conclusion.
	29. It presents materials produced in training activities applied to multipliers.
	30. The size and profile of the target audience reached in training activities applied to multipliers are in compliance with the planned goals.
12. Partnership formation and fundraising.	31. It presents the number, profile description, performance time and contacts of participants, as well as the photographic record of activities carried out in the River Basin Committees integrating community leaders, non-governmental organizations, the private sector and/or public bodies involved in water resources management, in order to establish partnerships to enable continuing the educational process after the end of the program/project.
	32. It presents the partnership agreements signed by the involved parties.
	33. The number and profile of partner institutions are in compliance with the planned goals.
13. Integration with public policies.	34. It presents the number, description, performance time, profile and contact of participants, as well as the photographic record of educational activities articulating the civil society, the private and public sectors, and non-governmental organizations involved in the water topic in order to formulate documents and to fulfill collective commitments to water resources sustainability.
	35. It presents documents and collective commitments signed by the involved parties.
	36. The number and scope of documents and collective commitments are in compliance with the planned goals.
SELF-ASSESSMENT
EVALUATION PARAMETERS	INDICATORS
14. Procedural Assessment.	37. It accounts for at least 80% of the action plan.
15. Results assessment.	38. It presents physical, chemical and biological indicators associated with water resources as a way to evaluating and monitoring the results (e.g., improvements in water quality, increase in the number/size of green areas, replanted seedlings, recovered lands, launching conservation areas, increase in water availability/security, increase in the population of living beings, and maintained or restored ecosystem services, among others).
	39. It presents socioeconomic indicators associated with water resources as a way to evaluate and monitor the results (e.g., job and income generation, decent quality of life for the local population, increased population and watershed resilience, preparation to face the risks of climate change, adequacy of basic sanitation systems, reducing the number of waterborne diseases affecting local populations, among others).
	40. It achieves at least 80% of established goals.
	41. It presents water conservation and management demands pointed out by local social actors and met by the program/project, as well as the justification for the non-met ones.
	42. It shows beneficiaries’ degree of satisfaction with the program/project (attaching the survey and the number of respondents per social group or institution).
	43. It presents criticism of the program/project and suggestions for its improvement and continuity.

ANALYSIS CATEGORY	N. OF PARAMETERS	N. OF INDICATORS	WEIGHT	TOTAL SUM
Contextualization	3	6	1	+6
Interdisciplinarity	2	7	1	+7
Participation	2	5	2	+5 x (2) = +10
Communication	3	9	1	+9
Program/Project’s Sustainability	3	9	1	+9
Self-assessment	2	7	1	+7
Total	15	43		+48

TOTAL SUM	CLASSIFICATION	COLOR
From 37 to 48 points	EXCELLENT	GREEN
From 25 to 36 points	GOOD	BLUE
From 13 to 24 points	REGULAR	YELLOW
From 0 to 12 points	INSUFFICIENT	RED

ANPPAS - Revista Ambiente e Sociedade Anppas / Revista Ambiente e Sociedade - São Paulo - SP - Brazil
E-mail: revistaambienteesociedade@gmail.com

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[1] Alessandra Chacon Pereira
✉ alessandrachacon@gmail.com