Fostering Circularity from the Classroom: Sustainability Practices and Waste Management in the Chocó Andino Biosphere Reserve

Abstract

The Chocó Andino Biosphere Reserve in Ecuador faces growing challenges associated with food consumption and waste management in rural contexts. However, the role of educational institutions in promoting sustainable practices in these territories has been scarcely studied. This paper analyzes how rural schools contribute to circularity processes in food and waste management, shaping what we conceptualize as school trajectories toward circularity. A mixed methodology was applied in four public institutions in the Reserve. The quantitative component consisted of characterizing and measuring the weight, composition, and generation of waste, while the qualitative component was based on observations and semi-structured interviews with administrators and teachers. The results indicate that recyclable dry fraction constitutes the predominant fraction across schools, revealing an overlooked but significant potential for reuse and recycling in rural educational settings. They also reveal that sustainable practices within the schools are primarily supported by pedagogical leadership and active community participation. These practices shape environmental learning trajectories in which care and co-responsibility become integrated into everyday school life. The findings contribute empirical insights on the sociocultural determinants of circular food behavior in contexts of the Global South.