Social and Environmental Vulnerability in Environmental Education Practiced Within the Federal Licensing in Macaé (Rio De Janeiro, Brazil)

Abstract

Given the growth the oil industry faced in contemporary Brazil and, since the Environmental Education is a compensatory measure in the federal environmental licensing, the aims of the present article are: i) mapping the publications on "environmental vulnerability"; ii) checking on the incorporation of such concept into the institutional and legal environmental education (EE) framework in oil licensing iii) understanding how the mentioned concept is used by economic agents in Macaé city. The methodology consisted of a participant observation approach used during the implementation of an EA program in Macae between 2012 and 2014, as well as of literature review, data collection in the legislation on EA in oil licensing and in technical documents produced by economic agents. Despite the advancement of academic discussions about the "environmental vulnerability" concept, we see the absence of clear criteria to define the social groups in vulnerability situations in educational activities concerning the environmental licensing.

Study of Integrated Social Vulnerability Index SoVIint of Hilly Region of Uttarakhand, India

“…The faster growth rate of Human population has stimulated the global warming and thereby increased the number and intensity of severe climatic issues like flash flood and drought [11], [23]. On a regional scale, deforestation and urbanization have recognizable impacts on regional rainfall patterns and are also associated with the appearance of aridity [24].…”

Review of different methods and techniques used for flood vulnerability analysis

“…Generally, all described the vulnerability as a function of susceptibility, exposure, and, resilience and expressed it as given in Eq. 1 (COSTA and MACHADO 2017;Fernandez et al 2016b;Godah et al 2017;Jha et al 2016;Martini and Loat 2007). Vulnerability = Exposure + Susceptibility -Resilience……… 1Where, Exposure defines the condition of people, infrastructure, accommodations, production capacities settled in hazard-prone or flood-prone areas.…”

“…Coastal regions are considered as central systems for global sustainability, defined as passage areas linking land and sea (Costa et al 2014;COSTA and MACHADO 2017). Coastal areas got attention because of various uses, like high productivity of the ecosystem, waste disposal, tourism, carrying, and many more.…”

“…Due to the global warming, rapid deforestation, and sea level change draw the most attention, but many other terrestrial and extra-terrestrial environmental threats like an increase in temperature, uneven distribution of rainfall need to be considered as well (COSTA and MACHADO 2017;Kaly et al 2005;Ologunorisa 2004;Sapkota et al 2013;Teng et al 2017).…”

Educação Ambiental no licenciamento de petróleo e a universidade pública: O caso da Bacia Hidrográfica do Rio Macaé (RJ), Brasil

“…A implementação da indústria do petróleo em Macaé tornou o seu território alvo de uma série de ações para a mitigação e compensação do dano ambiental infligido (WALTER; ANELLO, 2012;ANELLO, 2014). Essas medidas criaram para as empresas um compromisso de promover ações com resultados quantitativos e qualitativos relacionadas aos eventuais danos à coletividade e ao ambiente, com ações pedagógicas direcionadas para os grupos em processo de vulnerabilidade socioambiental (COSTA; MACHADO, 2017).…”