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Environmental education
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Long gone are the days when Environmental Education focused only on point-specific learning activities about the environment or nature. The complexity of the systems on the planet and their interactions require not only learning about something but also an interaction among what we learn, a dialogue of knowledge and experiences allowing us to inhabit this planet as people who are responsible and aware of the need to maintain and share life with both the human species and countless other species around us.

Hence, environmental education means understanding this community of life to intensify our belonging to the planet, as well as basing our thoughts and actions on an ethics of care. To do so, it is essential for people to come together around collective, participatory projects. In fact, there is no separating “nature” and “culture”, and that is why environmental education focuses on social-environmental relationships in order to change them.

We cannot afford to leave this complex task under the responsibility of just a few individuals who at times make all the decisions. It should come from all of us, each one thinking and acting according to their willingness but taking others' willingness into account as well. Therefore, part of what environmental education proposes is exactly this systemic outlook on relationships, in which a local action is connected to a global one and vice-versa.

Our economic system based on profits and consumption feeds the ethics of individualism and competition, which has been catastrophic for the planet.
One thing we have to do to change this picture of environmental degradation is to review the ways we manufacture objects and create needs in our contemporary society.

In the commonplace act of retrieving a product from a supermarket shelf customers hardly ever think about the amount of power, water and other natural resources used to get that item into their hands. Moreover, they also fail to think about what destination that object will be given once it no longer meets their needs.

It is urgent to propose alternatives to this system and encourage other ways to live in society. These alternatives need to be built collectively as an integral part of environmental education. Therefore, it is a political task that questions and redirects the course of our civilization in an effort to empower and support people so that they can participate in their cities' environmental management.

Institutional environmental education initiatives have been developed at Itaipu since the Eco-museum was created in 1987. Today they take on a new character and new dimensions as they integrate every social-environmental project in a formal and informal network built with the organized society, public and private institutions, and the community at large to develop education initiates aimed at raising awareness, training, supporting and coordinating everyone as local environmental educators, thus fostering the creation of local environmental education networks.

This process, consequently, needs to find in the attitude and actions of Itaipu employees the reflection of these concepts and paradigms, which implies a comprehensive process of social-environmental education and training to be carried out in the company.

To summarize, these actions are grouped into four pillars:

- Environmental Education in the BP3
- Corporate Environmental Education
- Environmental Education at Education Facilities
- Educommunication

Therefore, environmental education operates across the entire Cultivating Good Water program by fostering the education of men and women to engage them in the ethics of care, training and getting people and social groups to act, self-educate, and help educate others for the construction of sustainable societies.

" Environmental education means understanding this community of life to intensify our belonging to the planet "
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