Exclusory and transformative dimensions of adult environmental education in two Brazilian protected areas

Abstract

This study addresses the limitations and potential for the development of an adult environmental education program in two protected areas in Brazil. The investigation was based on critical communicative methodology and involved 25 people variously related to puma conservation and environmental education. We found that the staff of protected areas had difficulties interacting with the local community. The main cited obstacle was the lack of infrastructure and staff, but partnerships with scientists and other institutions might help to overcome this limitation. As we identified a great diversity of potential audience, a dialogical process would be necessary to collectively identify community demands and seek solutions. Moreover, an adult environmental education program must consider the characteristics of adulthood and should promote diverse types of activities. In conclusion, we suggest that dialogical learning and critical communicative methodology can contribute to the development of the adult environmental education.