Portuguese media discourse on nuclear energy before and after Fukushima: prepared for the EFDA Workprogramme 2012 WP12-SER-ACIF-1

This report presents the results of the analysis of nuclear related content in Portuguese print media. The report is submitted to the first step of the research task untitled Public Discourse about Nuclear Fusion before and after the Fukushima accident, as part of the Socio-Economic Research on Fusion under the general coordination of EFDA Workprogramme 2012

Comparative Analysis of the public discourse about fusion and nuclear energy before and after Fukushima: WP12-SER-ACIF-1 Final Report

This report presents a comparative analysis of media coverage of fusion and fission energy before and after the accident in the nuclear reactors of Fukushima, Japan. The analysis is based on research conducted under the EFDA Workprogramme 2012, addressing three national-based print media – Germany, Spain and Portugal as well as English-language print media addressing transnational elite

Trends and dilemmas facing environmental education in Portugal: from environmental problem assessment to citizenship involvement

Environmental education (EE) emerged in Portugal as an organized field of collective action about 30 years ago. At this time of the return to democracy, major social and environmental changes had begun to occur. Yet, after 30 years of EE, together with significant improvements in the education system and curricula, the real impacts of these mostly voluntary and aggressive efforts aimed at preparing future citizens to deal effectively and sensitively with environmental problem solving are not yet evident. The pathways and social context of these efforts aimed at upgrading EE in Portugal, and their apparent failure to meet their objectives, form the basis of the analysis in this paper. The authors examine the results of a survey questionnaire sent to 15,000 public and private schools all running projects formally associated with both EE and education for sustainable development (ESD). The primary purpose of the analysis was to identify the trends, constraints, and potentials for these EE/ESD projects and initiatives within primary and secondary schools. In addition, perspectives as to the emerging trends in ESD in Portugal are discussed, bearing in mind the shifting educational context

Climate change and society

Climate change represents the greatest challenge of the 21st Century and will affect human societies in multiple ways. Our knowledge about the nature and physics of climate change, its causes and its consequences, is far greater than our understanding of the societal changes it poses. Climate change is a social production, a complex process of societal transformations, which we all need to understand to better cope with the challenge it presents. Climatic conditions play a significant role in people's lives and can interfere with lives in multiple ways. The causes are known, and they put human action at the center of the debate. The consequences of climate change to ways of life are complex, diversified, inevitable, and will likely become worse over time. The nations that contributed most to the problem are often those that least suffer the consequences while those who contributed the least are often the most affected, vulnerable and unprepared. In addition to the expected impacts in the most diverse economic and environmental sectors, human health has emerged as an important area associated with climate change. Although not frequently mentioned or targeted as a key political concern, it is expected that the impact of climate change on human health will be severe, both in the distribution and incidence of diseases. Moreover, climate change will have extensive implications to human well-being, which will reflect on social structures and ways of life. The aim of this E-Book is to highlight and share knowledge on the social, economic, political and cultural implications of climate change, as well as reflect upon the required transformations in policy, governance and social-cultural strategies to mitigation, adaptation and prevention. To understand the multiple dimensions of climate change and their interdependencies, we need to bring together various sciences, knowledges and powers. The social sciences, and sociology, play a central role in analyzing the effects of human activities on natural systems. Social Sciences can scrutinize those phenomena and relations that, within human societies, produce social structures that ultimately have negative impacts on the environment. This E-Book also aims to provide an overview of social sciences literature and research on climate change, identifying key areas for further research and development.This work was carried out at the R&D Unit Center for Functional Ecology - Science for People and the Planet (CFE), with reference UIDB/04004/2020, financed by FCT/MCTES through national funds (PIDDAC) Portugal, and also at the Institute of Social Sciences of the University of Lisbon (ICS-ULisboa), Portugal. This Research Topic was developed with the support of the European project-PHOENIX: The rise of citizen’s voices for a Greener Europe - (contract ID: 101037328) funded by the European Commission under the EGD-European research priority Green Deal of the H2020 Program (H2020-EU.3.6).info:eu-repo/semantics/publishedVersio

Editorial: Climate change and society

Climate change presents one of the greatest challenges of the 21st Century. It will massively affect human societies in complex and multiple ways. And it seems to be almost uncontrollable in the near future. Our knowledge of the chemistry and physics of climate change, its causes and its consequences for planetary systems, is far greater than our understanding of the societal changes it poses. Climate change results from a complex process of societal transformations, which we all need to understand to better cope with the challenges it presents. Climatic conditions play a significant role and interfere with people's lives in multiple ways. The causes are essentially known, based on unequivocal human action. All solutions also involve human decision and action. It is social and human action in both individual and social settings that are decisive for the future pathways of climate change and its disentanglement.info:eu-repo/semantics/publishedVersio

Addressing the nexus challenge of climate change, human health, and urban sustainability

This meeting report summarises the core discussion points and essential outcomes of the Lisbon Expert Meeting, which took place at the Portuguese Academy of Sciences during 19-20 September 2018. The Lisbon Expert Meeting was an in-depth inquiry of 15 internationally-known scientists and policy experts on the complex interconnection of uncertain climate change impacts, urban health, and well-being problems and sustainable development, as well as on adaptation strategies and challenges. The meeting report contains three parts: 1) general framing of contexts, 2) review of climate change-health policies, and 3) systems sciences unraveling the nexus between climate change and health, and proposed sciencepolicy pathways. Among these parts, we further organised Part 3 according to the four thematic components discussed at the meeting by the form of panel presentations and Q&A. The first thematic part presents the nexus challenge of climate change impacts on health and the implications on urban sustainability. The second thematic part introduces integrated approaches to urban health provision and management. The third thematic part proposes a “health-centered” science-policy interface. Lastly, the fourth thematic part explores ways to better coordinate the implementation of health policies within the context of global climate change impacts. In this report, we also propose policy recommendations following each thematic discussion.info:eu-repo/semantics/publishedVersio

Environmental education in the context of the CPLP: an urgent challenge

[Resumo] Os países lusófonos registam diferentes patamares na promoção da Educação Ambiental (EA). Um primeiro levantamento realizado em 2017 mostra que a EA é, em geral, competência dos Ministérios do Ambiente e da Educação, estando reservado um papel específico para o poder local e para as escolas. O apoio público está generalizado na maioria dos países, sendo, no entanto, mais significativo no Brasil e em Portugal. Já o apoio das organizações internacionais verifica-se, sobretudo, nos países de África e em Timor, enquanto as ONG nacionais, fundações e empresas nacionais a atuar no campo da EA estão presentes, ainda que a diferentes níveis, em todos os países e contextos. Em suma, estes primeiros resultados demonstram que a EA já entrou nas agendas pública e política de todos os países, embora de forma desigual e nalguns países ainda seja embrionária. Torna-se, assim, particularmente importante aprofundar o conhecimento e a análise do campo da EA nos países da CPLP, de modo a reforçar a eficácia da sua implementação e a melhorar as políticas públicas nestes territórios, garantindo maior resiliência para enfrentar os desafios que se aproximam[Abstract] Portuguese-speaking countries are at different levels in promoting Environmental Education (EA). A first survey conducted in 2017 shows that EA is mostly the responsibility of the Ministries of Environment and Education, with a role reserved for local administration and schools. While more significant in Brazil and Portugal, public support is widespread in most countries. The support of international organisations is mainly found in African countries and East-Timor while, albeit at different levels, national NGOs, foundations and national companies are present in all countries and contexts. In sum, although unevenly and in some countries still embryonic, these early results demonstrate that EA has already entered the public and political agendas of all Portuguese speaking countries. Therefore, to enhance the effectiveness of implementation, to improve public policies, and to ensure greater resilience to face the coming challenges, it is of particular importance to deepening the analysis and the knowledge of the EE field in the Community of Portuguese-Speaking Countries

Who’s afraid of Local Agenda 21? Top-down and bottom-up perspectives on local sustainability

Local Agenda 21 is essentially a process of democratic practicing, insofar as it involves sharing political competencies in decision making by the local authorities, and the mobilisation of all citizens and civil society organisations in the process. It is, thus, a course of action in which the willingness and openness of local political leaders is as important as the ability of citizens to take the initiative of learning about and getting involved in local public life. Unfortunately, there are no more than twenty LA21 processes running in Portugal, and most of them do not fulfil all the parameters required. This paper discusses some hypotheses on the lack of success of LA21 in Portugal, which are related to structural political conditions for local governance and public participation. Resorting to some surveys on environmental policy issues (applied to both the municipal leaders and the population), the aim is to characterise the trends of mobilisation on local sustainability in Portuguese society, particularly with regard to the citizenry and local administrations

Pescadores, conhecimento local e mudanças costeiras no litoral Português

As alterações climáticas são um dos maiores desafios que a sociedade enfrenta atualmente. As comunidades costeiras são particularmente vulneráveis, uma vez que estão crescentemente expostas aos riscos de erosão costeira e de subida do nível do mar. Os pescadores que vivem na e da costa têm uma visão privilegiada das mudanças costeiras e, em resultado da sua atividade, detêm um conhecimento que, apesar de não ser técnico, se baseia na experiência e é específico ao local. Em Portugal, este é um tema ainda pouco explorado e são raros os estudos das ciências sociais sobre as comunidades piscatórias. Este estudo pretende assim ser um contributo para uma temática que se encontra num estado ainda muito incipiente no nosso país. Para tal, analisamos os discursos de uma amostra de entrevistas em profundidade realizadas a pescadores de três zonas da costa portuguesa - Vagueira, Costa da Caparica e Quarteira. Os resultados revelam a existência de um conhecimento específico e profundo acerca da evolução da costa, das mudanças costeiras e das suas causas. Concluímos, através dos seus discursos, que os pescadores compreendem a complexidade das questões costeiras e a multiplicidade de fatores e usos que a influenciam. São também críticos em relação às opções técnicas que têm sido tomadas. Apesar de se verificarem algumas diferenças entre as três zonas de estudo na análise que os entrevistados fazem da eficácia das obras de proteção costeira, todos são capazes de propor medidas alternativas para mitigar o avanço o mar e a erosão costeira. Verifica-se ainda que este saber local não só não é incorporado nas soluções técnicas de gestão costeira, como os pescadores não são consultados aquando da tomada de decisões que os afetam diretamente. Tal poderá dever-se, por um lado, a uma desvalorização social da própria atividade pesqueira o que terá originado uma auto-avaliação negativa do valor social dos pescadores, refletindo-se numa incapacidade de reivindicação, só parcialmente ultrapassada quando estes são representados em associações ou sindicatos. Para além deste estatuto social inferior, parece haver também uma certa “incompatibilidade cultural” e de linguagem entre pescadores e especialistas, dificultando ainda mais o diálogo entre os dois e a incorporação do conhecimento local em decisões técnicas