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Sara Carvalho is a postdoc fellow in the Centre for Environmental and Marine Studies (CESAM), University of Aveiro (UA), supported by a Foundation for the Science and Technology grant (FCT Portugal). Sara Carvalho has a PhD in Environmental Education from the University of Santiago de Compostela (USC - Spain). She is an external researcher of the SEPA Group (USC). She has participated in research projects of environmental education, international RESCLIMA (USC), and the COOPERMINHO Project. She is the Secretary-General of the Portuguese Association of Environmental Education, which coordinates the National Observatory of Environmental Education.
The purpose of this study is to assess climate change knowledge among high school students and their beliefs and perceptions about the climate crisis. A questionnaire composed of 43 closed-ended questions was applied to 219 students aged 15–18 in three schools located in the north of Portugal. The results show that participants declared having limited knowledge about the issue. Similarly, the research confirms the conclusions of other studies that identified generalized alternative representations of climate change. Our findings aim to offer data geared toward supporting and promoting a new way of conceptualizing and understanding climate change education (CCE) in formal education contexts in the Portuguese education system.
Antonio García-Vinuesa; Sara Carvalho; Pablo Ángel Meira Cartea; Ulisses M. Azeiteiro. Assessing climate knowledge and perceptions among adolescents. An exploratory study in Portugal. The Journal of Educational Research 2021, 1 -12.
AMA StyleAntonio García-Vinuesa, Sara Carvalho, Pablo Ángel Meira Cartea, Ulisses M. Azeiteiro. Assessing climate knowledge and perceptions among adolescents. An exploratory study in Portugal. The Journal of Educational Research. 2021; ():1-12.
Chicago/Turabian StyleAntonio García-Vinuesa; Sara Carvalho; Pablo Ángel Meira Cartea; Ulisses M. Azeiteiro. 2021. "Assessing climate knowledge and perceptions among adolescents. An exploratory study in Portugal." The Journal of Educational Research , no. : 1-12.
This study aims at evaluating the environmental education (EE) and communication intervention for the valorization of migratory fish resources in an estuary of northern Portugal. The EE component intervention was implemented among Middle School pupils of that region. Students’ knowledge was quantitatively evaluated with an experimental approach of pre-testing and post-testing, on the ocean and estuarine literacy (OEL) and biology of migratory species, such as sea lamprey. This study also analyzes the communication component developed via social media. Results of the EE component show an evident increment of OEL (p< 0.05). It is also highlighted that students had previous knowledge on issues that are not covered in the curriculum. Social media has shown to be an effective communication tool mostly among the scientific community (e.g., Ethnobiology). The research has various implications to OEL since it brings a new perspective towards the integration of ocean literacy in formal education; as well as the valorization of Students’ local ecological knowledge and of inter-generational dynamics. This study contributed to promoting local biodiversity, OEL, and participatory local governance of these ecosystems.
Sara Carvalho; Heitor Braga; Sofia de Santa-Maria; Beatriz Fonte; Mário Pereira; Antonio García-Vinuesa; Ulisses Azeiteiro. An Environmental Education and Communication Project on Migratory Fishes and Fishing Communities. Education Sciences 2021, 11, 337 .
AMA StyleSara Carvalho, Heitor Braga, Sofia de Santa-Maria, Beatriz Fonte, Mário Pereira, Antonio García-Vinuesa, Ulisses Azeiteiro. An Environmental Education and Communication Project on Migratory Fishes and Fishing Communities. Education Sciences. 2021; 11 (7):337.
Chicago/Turabian StyleSara Carvalho; Heitor Braga; Sofia de Santa-Maria; Beatriz Fonte; Mário Pereira; Antonio García-Vinuesa; Ulisses Azeiteiro. 2021. "An Environmental Education and Communication Project on Migratory Fishes and Fishing Communities." Education Sciences 11, no. 7: 337.
This study is focused on perceptions regarding meat consumption, targeting university students. This is a timely topic in a context of climate change (CC), sustainability in agri-food systems and in universities. Recently, some universities adopted food-related CC mitigation measures, by removing some types of meat from their canteens. This research intended to find trends, at a Portuguese university, on consumption habits and on willingness to reduce meat. The methodology follows a quantitative and descriptive approach. The universe is the students’ community from the University of Aveiro, with a random sample of 876 valid questionnaires. Although results show that meat is a substantial part of students’ diet, most of them are willing to reduce this product, and mainly for environmental reasons. Undergraduate students have higher level of awareness in this matter, namely from Natural Sciences. Female students are more receptive to diet changes. Further studies and educational actions on Diet-CC should be promoted in all levels of Academy, especially in PhD, Social Sciences and with gender differentiation. Such results may support an effectively participatory discussion to better decide on decarbonization of the Campus through the diet.
Catarina Figueiredo; Ulisses Azeiteiro; Antonio García-Vinuesa; Sara Carvalho. Campus Decarbonization: Students’ Perceptions for Reducing Meat Consumption in a Portuguese University. Sustainability 2021, 13, 6048 .
AMA StyleCatarina Figueiredo, Ulisses Azeiteiro, Antonio García-Vinuesa, Sara Carvalho. Campus Decarbonization: Students’ Perceptions for Reducing Meat Consumption in a Portuguese University. Sustainability. 2021; 13 (11):6048.
Chicago/Turabian StyleCatarina Figueiredo; Ulisses Azeiteiro; Antonio García-Vinuesa; Sara Carvalho. 2021. "Campus Decarbonization: Students’ Perceptions for Reducing Meat Consumption in a Portuguese University." Sustainability 13, no. 11: 6048.
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.
Sara Costa Carvalho; Pablo Meira Ángel Cartea; Ulisses M. Azeiteiro. The Trinomial Food-Heritage-Education for Climate Emergency as a Tool for Territorial Innovation in the Euroregion of Eixo Atlântico. Advances in Religious and Cultural Studies 2021, 76 -98.
AMA StyleSara Costa Carvalho, Pablo Meira Ángel Cartea, Ulisses M. Azeiteiro. The Trinomial Food-Heritage-Education for Climate Emergency as a Tool for Territorial Innovation in the Euroregion of Eixo Atlântico. Advances in Religious and Cultural Studies. 2021; ():76-98.
Chicago/Turabian StyleSara Costa Carvalho; Pablo Meira Ángel Cartea; Ulisses M. Azeiteiro. 2021. "The Trinomial Food-Heritage-Education for Climate Emergency as a Tool for Territorial Innovation in the Euroregion of Eixo Atlântico." Advances in Religious and Cultural Studies , no. : 76-98.
Sara Costa Carvalho; Kylyan Marc Bisquert i Perez. Food and Climate Change: Their Connections and Mitigation Pathways Through Education. Encyclopedia of the UN Sustainable Development Goals 2019, 497 -508.
AMA StyleSara Costa Carvalho, Kylyan Marc Bisquert i Perez. Food and Climate Change: Their Connections and Mitigation Pathways Through Education. Encyclopedia of the UN Sustainable Development Goals. 2019; ():497-508.
Chicago/Turabian StyleSara Costa Carvalho; Kylyan Marc Bisquert i Perez. 2019. "Food and Climate Change: Their Connections and Mitigation Pathways Through Education." Encyclopedia of the UN Sustainable Development Goals , no. : 497-508.
Sara Costa Carvalho; Kylyan Marc Bisquert I Perez. Food and Climate Change: Their Connections and Mitigation Pathways Through Education. Encyclopedia of the UN Sustainable Development Goals 2019, 1 -12.
AMA StyleSara Costa Carvalho, Kylyan Marc Bisquert I Perez. Food and Climate Change: Their Connections and Mitigation Pathways Through Education. Encyclopedia of the UN Sustainable Development Goals. 2019; ():1-12.
Chicago/Turabian StyleSara Costa Carvalho; Kylyan Marc Bisquert I Perez. 2019. "Food and Climate Change: Their Connections and Mitigation Pathways Through Education." Encyclopedia of the UN Sustainable Development Goals , no. : 1-12.
Sara Costa Carvalho; Pablo Ángel Meira Cartea; Araceli Serantes-Pazos; Ulisses Miranda Azeiteiro. Strengthening bonds between environmental education facilities and their surrounding communities: Best practices in Eixo Atlântico (North of Portugal and Galicia, Spain). Applied Environmental Education & Communication 2018, 18, 266 -284.
AMA StyleSara Costa Carvalho, Pablo Ángel Meira Cartea, Araceli Serantes-Pazos, Ulisses Miranda Azeiteiro. Strengthening bonds between environmental education facilities and their surrounding communities: Best practices in Eixo Atlântico (North of Portugal and Galicia, Spain). Applied Environmental Education & Communication. 2018; 18 (3):266-284.
Chicago/Turabian StyleSara Costa Carvalho; Pablo Ángel Meira Cartea; Araceli Serantes-Pazos; Ulisses Miranda Azeiteiro. 2018. "Strengthening bonds between environmental education facilities and their surrounding communities: Best practices in Eixo Atlântico (North of Portugal and Galicia, Spain)." Applied Environmental Education & Communication 18, no. 3: 266-284.
Os padrões de consumo alimentar influenciam significativamente as Alterações Climáticas (AC), as quais têm vindo a “mediterranizar” o norte da Península Ibérica. Sendo a mudança de comportamento a componente mais crítica e a dieta um dos aspectos cujas decisões pessoais mais podem influenciar essa mudança, é importante que os equipamentos para a educação ambiental (EqEA) atuem a nível comunitário. O projeto visa promover os EqEAcomo mediadores entre AC-padrões alimentares e as comunidades locais, na Euroregião do Eixo Atlântico (Galiza e Norte de Portugal). Através da investigação-ação e de três níveis de EqEA - um EqEA piloto, um conjunto restrito de EqEA, um conjunto não limitado - haverá uma intervenção socio-pedagógica. Os dois primeiros níveis participarão em grupos de I-A e em ações de formação, e todos os níveis receberão formação. Esperase que este projeto contribua para a tomada de consciência da relação entre a dieta e as AC, assim como para uma mudança de comportamentos alimentares nos cidadãos e comunidades envolvidas relativamente às AC.
Sara Costa Carvalho; Pablo Angel Meira Cartea; Ulisses Miranda Azeiteiro. A mediação de Equipamentos para a Educação Ambiental do Eixo Atlântico na relação Comunidade-Dieta-Alterações Climáticas. AmbientalMENTEsustentable 2017, 23-24, 107 -117.
AMA StyleSara Costa Carvalho, Pablo Angel Meira Cartea, Ulisses Miranda Azeiteiro. A mediação de Equipamentos para a Educação Ambiental do Eixo Atlântico na relação Comunidade-Dieta-Alterações Climáticas. AmbientalMENTEsustentable. 2017; 23-24 (1):107-117.
Chicago/Turabian StyleSara Costa Carvalho; Pablo Angel Meira Cartea; Ulisses Miranda Azeiteiro. 2017. "A mediação de Equipamentos para a Educação Ambiental do Eixo Atlântico na relação Comunidade-Dieta-Alterações Climáticas." AmbientalMENTEsustentable 23-24, no. 1: 107-117.
PurposeEnvironmental threats of immediate risk in areas such as coastal zones (CZ) have aroused new trends of citizenship and participatory democracy. The purpose of this paper is to analyse elements within those trends, such as environmental culture, socio‐political context, dynamics of social associative movement and integration of local knowledge. It also aims to contribute to an overview of the opportunities and barriers found in considering socio‐cultural and educational challenges in CZ.Design/methodology/approachIn this analysis, case studies of integrated coastal management occurring worldwide were selected and reviewed, considering several nuances of socio‐economic and political contexts of CZ. Experiences of public response to coastal catastrophes such the Prestige oil spill in Spain, are also described.FindingsWhether implementing sustainable coastal management through either balanced systems (between large and small‐scale strategies) or through largely bottom‐up approaches, participation is detected as one of the main factors for a successful integrated approach. Principles such as participatory governance and social justice should be adopted in initial phases of sustainable management processes and preferably involve all of the implied actors of CZ.Originality/valueThe literature reviewed highlighted specific factors that have empirically contributed to participatory sustainability of CZ, integrating three dimensions of citizenship: education, society's dynamics and culture.
Sara Costa Carvalho; Fátima Lopes Alves; Ulisses Azeiteiro; Pablo Ángel Meira Cartea. Sociocultural and educational factors in the sustainability of coastal zones. Management of Environmental Quality: An International Journal 2012, 23, 362 -382.
AMA StyleSara Costa Carvalho, Fátima Lopes Alves, Ulisses Azeiteiro, Pablo Ángel Meira Cartea. Sociocultural and educational factors in the sustainability of coastal zones. Management of Environmental Quality: An International Journal. 2012; 23 (4):362-382.
Chicago/Turabian StyleSara Costa Carvalho; Fátima Lopes Alves; Ulisses Azeiteiro; Pablo Ángel Meira Cartea. 2012. "Sociocultural and educational factors in the sustainability of coastal zones." Management of Environmental Quality: An International Journal 23, no. 4: 362-382.
Sara Costa Carvalho; Ulisses M. Azeiteiro; Pablo A. Meira-Cartea. Equipamentos para a Educação Ambiental na zona costeira da Euroregião do Eixo Atlântico – Das práticas conservacionistas às sociocríticas. Revista de Gestão Costeira Integrada 2011, 11, 433 -450.
AMA StyleSara Costa Carvalho, Ulisses M. Azeiteiro, Pablo A. Meira-Cartea. Equipamentos para a Educação Ambiental na zona costeira da Euroregião do Eixo Atlântico – Das práticas conservacionistas às sociocríticas. Revista de Gestão Costeira Integrada. 2011; 11 (4):433-450.
Chicago/Turabian StyleSara Costa Carvalho; Ulisses M. Azeiteiro; Pablo A. Meira-Cartea. 2011. "Equipamentos para a Educação Ambiental na zona costeira da Euroregião do Eixo Atlântico – Das práticas conservacionistas às sociocríticas." Revista de Gestão Costeira Integrada 11, no. 4: 433-450.