It is a critical socio-pedagogical practice, in which characteristics are emphasized, such as political, humanistic, dialectical, ethical and community education. It is an environmental education (EA) policy because it aims to promote alternative ways to the dominant system to deal with the environmental crisis); he is a humanist because he aims to problematize the principles behind human actions; it is dialectical because it is based on a transdisciplinary perspective to deal with the complexity of adjacent systems and problems; it is ethical because it deals with the values behind EA; it is a community education because it promotes practices that start from local communities and collective actions.
Published in Chapter:
The Trinomial Food-Heritage-Education for Climate Emergency as a Tool for Territorial Innovation in the Euroregion of Eixo Atlântico
Sara Costa Carvalho (Center for Environmental and Marine Studies (CESAM), Department of Biology, University of Aveiro, Portugal), Pablo Meira Ángel Cartea (University of Santiago de Compostela, Spain), and Ulisses M. Azeiteiro (Center for Environmental and Marine Studies (CESAM), Department of Biology, University of Aveiro, Portugal)
Copyright: © 2021
|Pages: 23
DOI: 10.4018/978-1-7998-6701-2.ch005
Abstract
This chapter is dedicated to the food-heritage-education for climate emergency trinomial (FoHECE). It disseminates a study in the Euroregion of Eixo Atlântico. This Euroregion (Galicia, Spain and Northern Portugal) has been a victim of climate change (CC) due to drought. The project consisted of a participatory-action-research (PAR) with a set of environmental education facilities (EEF) that promote the connection local heritage-global reality. The main objective of the study was to help re-signifying activities in education for climate emergency based on dietary styles. Thus, a pedagogical activity was created with each facility, according to the PAR methodology, to sub-themes of the diet-CC binomial (e.g,. types of food consumed, origin, type of production, presentation) and to food aspects of each EEF surrounding. In addition to the state-of-the-art review on FoHECE, results are discussed, and recommendations are suggested for future approaches and adaptations of this methodology to other contexts.