Tomorrow today; 2010 - unesdoc - Unesco

selects youth’, meaning that the delegates formed the centre of decision-making;‘youth educates youth’, where the 69 facilitators aged19 to 27 years old encouraged participation, facilitated contentsand workshops and constructed the entire event together withthe coordinating team, through trust in their capacity to assumetransformative actions; and, ‘one generation learns with another’,whereby the 110 adult chaperons participated intensely, both incaring for their delegations and in debating educational policiesamongst themselves, resulting in a solid partnership betweenseveral generations. This characteristic becomes especially importantsince it allows innovative ideas to circulate – while childrenand youth easily absorb new tendencies, they depend on adultsto provide the conditions for changes to happen, based on deeperknowledge and effective dialogue.In other words, by assuming a dialogical, co-educational and intergenerationalapproach that encompasses the diversity of natural life,culture, ethnicity and plurality of knowledge and understanding, theconference setting amplified the dimensions of learning and policiesof education for sustainability. This initiative can be considered anenvironmental education open to the ‘pluriverse’, a term coined byIndian philosopher Raimon Panikkar.The final event as a whole could be considered a harmoniousand stimulating environment. Each participating adult, youth andchild provided positive evaluations, with an average of 90 per centof the responses to all questions (methodology, culture, well-beingand organization) being ‘excellent’ or ‘good’. Qualitative terms suchas ‘marvellous’, ‘great’ and ‘incredible’ appeared many times on thewritten forms. One adult made a generalization and nicknamedBrazilian education a ‘pedagogy of happiness’!Where to from here?The question remains: how can all of this be incorporated informal education inside the classroom? How can we create a schoolcommunity with a responsible and committed attitude towards localand global socio-environmental issues?The debate began with the Brazilian Ministries of Education andthe Environment inviting national governments to transform theirschools and local communities into public spaces of education forall, throughout life, in the search for healthier societies. Now thatthe event is over, the debate returns to the school communities,which are not limited to reproducing knowledge, principles andresponsibilities, but above all can become producers of new knowledgeand further actions.This first Children and Youth International Conference, ‘Let’sTake Care of the Planet’, needs to be a lot more than a beautifulmemory of an event. It should become a reference for educatorsin different countries and regions of the world in unveilingmethods and concepts to be studied, adapted and replicated,and especially for contributing to the diffusion and advanceof fundamental learning practices for addressing global socioenvironmentalchanges.Through the activities and the inter-generational dialogues, bigsteps were taken in the direction of great objectives: empoweringdelegates to assume global responsibilities and local actions,strengthening youth networks and movements, and advancing theimplementation of integrated and sustainable educational policieswith educators from the participating countries. This commitmentis expressed in the Musical Charter: ‘Let’s Take Care of the Planet’, 2composed by the children during the conference.Such a successful educational process, whichreached so many countries and involved extensivecooperation, continues at a distance through aVirtual Learning Community (VLC), 3 which encouragesmore school communities to think globally andact locally for sustainability. The delegates mobilizetheir schools as well as other individuals who participatedin the preparatory stages and InternationalConference activities. In the VLC, everyone canreaffirm and spread the knowledge of sustainabilityfrom their local cultures, while at the same timeexpressing their dreams and enjoying a rich sharingof information. In this way, the network of care forthe planetary biosphere expands.In future, Brazil will promote continuity by orientinga new international cycle, namely the Second Childrenand Youth International Conference, ‘Let’s Take Care ofthe Planet’, beginning in 2011 and ending in 2014. Thenew cycle requires articulation at least in three areas:• A national government that, through its educationministry, invites countries and hosts the event• International organizations of multilateralcooperation that support the host country inmobilization and organization activities• Civil society organizations, which may anchor theconceptual and methodological principles of care,participation and democracy in the process and theevent, and maintain the concepts of responsibilitiesand actions.Further articulation includes involving students, teachers,youth and school communities in building sustainablesocieties, founded in equality, diversity and justice.The conference’s main theme, climate change, stillbrings further needs and deeper educational challenges,as highlighted by the latest Intergovernmental Panelon Climate Change publications. In Brazil, besides theconference cycles, this issue was also included in the2008 National Plan on Climate Change, making theMinistry responsible for “implementing sustainableeducational spaces through adapting buildings (schooland university) and management, and through teachereducation and including the subject of climate changeinto the curricula and teaching material.”The Ministry now seeks to achieve new goals foraddressing global social and environmental changesthrough launching even bolder and more progressivepolicies that integrate school disciplines with traditionalknowledge, and constructing school communities thatconsider all aspects of quality of life – environmental,economic, political, social, cultural and ethical. In thename of concrete action, and inspired by the Britishexperience, this new programme, Sustainable Schools,trains teachers, students and communities to build,manage and study sustainability.To consider schools as a reference for sustainablespaces that have the intentionality to educate localcommunities may be another possible dream to bepursued by the global networks fostered by the DESD.[ 79 ]