OBSERVARE

Universidade Autónoma de Lisboa

e-ISSN: 1647-7251

VOL15 N1, DT1

Dossiê temático - Rede Lusófona de Educação Ambiental:

perspectivas de cooperação para construir respostas sociais

a uma crise socioambiental global.

Setembro 2024

CULTURAL MAPPING AS A TOOL FOR ENVIRONMENTAL EDUCATION

IN COASTAL AREAS

DANIEL OLIVEIRA

dgb.oliveira@campus.fct.unl.pt

Ph.D. candidate in Environment and Sustainability at the Faculty of Science and Technology,

NOVA University of Lisbon (Portugal), and a researcher at the Oceanic Literacy Observatory

(OLO) - Research Laboratory of the Marine and Environmental Sciences Center (MARE) and the

Aquatic Research Network Associate Laboratory (ARNET). With a background in Geography,

Sustainable Urbanism, and Spatial Planning, the author's research focuses on analyzing the

intricate spatial relationships within territories and adopting a comprehensive view of the global

ecological crisis. Collaborating closely with local communities, the author actively engages at the

socio-ecological interface, placing value on local and traditional knowledge while striving to

reorganize hierarchical social relations that contribute to environmental unsustainability. Through

their research, the author aims to contribute to developing sustainable pathways for the future.

ZARA TEIXEIRA

zara.teixeira@uc.pt

Researcher at MARE - Marine and Environmental Sciences Centre - Regional Research Unit of the

University of Coimbra (Portugal). Biologist with a PhD in Biosciences and a MSc in Geographic

Information Systems, her research interests include environmental assessment and

management; ecosystem services mapping and evaluation; governance and ocean literacy with

focus on estuarine, coastal and marine ecosystems. She has participated as a PI, project

manager, task leader, team member and/or collaborator in several international and national

projects; and has demonstrated success in grant writing and fundraising. She has also proven

experience in science communication to a wide variety of audiences, acquired while coordinating

and/or participating in more than 300 outreaching activities; as a member of the scientific

committee of Escola Azul, an educational program from the Ministry of the Sea; as a mentor of

school projects in Ocean Literacy; as a coordinator and trainer of several accredited training

courses for school teachers; while attending conferences and workshops as an invited speaker

and as a participant in work meetings with public and private entities. She is also one of the

coordinators of MARE's educational program for schools - MARE goes to school - and one of the

funding members of SERMARE, a highly successful educational program of the MAREFOZ

Laboratory. Presently, she is a member of MARE's Board of Directors, a multi-institutional RD&I

Centre (classification by FCT: EXCELLENT), being responsible for the Dissemination and Science

Communication Actions affairs; Chairman of IMAR's General Assembly and co-coordinator of

DivECO - Communication and Dissemination Network in Ecology.

MÔNICA MESQUITA

mmbm@fct.unl.pt

Ph.D. in Educational Sciences with specializations in Community Education (Pt) and

Socioanthropology of Space, and Post-Doctorates in Educational Sciences - Political Philosophy in

Education, and in Environmental Sciences - Oceanic Literacy and Resilient Communities. She is

an Ethnographer who is currently Invited Professor and Lead Researcher from Universidade

NOVA de Lisboa (Portugal) and member of the MARE Center since 2016, where she coordinates

the Ocean Literacy Observatory. With experience in project coordination, she has leaded, among

others, Portuguese researches as Urban Boundaries, founded by Fundação para a Ciência e a

Tecnologia (PTDC/CPE-CED/119695/2010), and Smart Fishing - safety and sustainability in

artisanal fisheries, supported by MAR2020 - MAR-01.03.01-FEAMP-0028, as well as international

researches as Partibridges - public participation of young fishermen in local decision-making, a

JANUS.NET, e-journal of International Relations

e-ISSN: 1647-7251

VOL15 N1, DT1

Título Dossiê temático - Rede Lusófona de Educação Ambiental:

perspectivas de cooperação para construir respostas sociais

a uma crise socioambiental global

Setembro 2024, pp. 65-80

Cultural Mapping as a Tool for Environmental Education in Coastal Areas

Daniel Oliveira, Zara Teixeira, Mônica Mesquita

ERASMUS+ Project under inner ID 0302120. She is engaged as the local coordinator of two

international projects: Work practices in small communities in Brazil and Portugal: sustainability

in know-how for social and economic equity, awarded with resources from the National Council

for Scientific and Technological Development, founded by CNPq-Brasil, under process

404461/2021-2, and Marine Science, Technology, and Society, supported by EEA Grants -

Education, under inner number EEA.BG.CALL5.007.2020. With high national and international

experience in guidance and teaching, manly in the lines of communitarian education (indigenous

and urban education; transdisciplinary and transcultural approaches; pedagogy of autonomy),

new trends of scientific methodologies, and marine social sciences (ocean literacy, intellectual

and environmental justice), works with the participatory methodologies, as critical ethnography

and participatory action research, to stimulate the collaboration of all the actors involved in a

research, aiming at the full exercise of citizen science in pluriverse roots.

Abstract

This article investigates how cultural mapping can strengthen environmental education in

coastal areas of Portugal, highlighting its relevance for understanding the interactions

between local communities and coastal landscapes and the development of sustainable

conservation and environmental management strategies. The critical praxis developed in

research, activism, and even political stances has been trying to emphasize the importance

of collective constructions for a sustainable future. The cultural mapping approach presents a

critical theoretical and methodological perspective and significant transformative potential in

pursuing a socioecological-cultural turn toward local sustainability. To explain and debate

those assumptions, this essay analyzes the urban evolution along the Portuguese coast,

examining historical contexts and challenges in managing coastal territories. It emphasizes

cultural mapping as a valuable approach for integrating local knowledge and fostering

collaboration across diverse cultural backgrounds. The study suggests that cultural mapping

enhances the relevance and resonance of environmental education projects within

communities, thereby contributing to local sustainable development goals. The rationale for

adopting the term "cultural mapping" is discussed, highlighting the critical movement from

geographical science toward map production and its interpretation of culture within this

framework. The manuscript also presents and discusses research projects utilizing cultural

mapping as active and critical pedagogies and explores its potential for environmental

education. Finally, cultural mapping is portrayed as an interdisciplinary and transcultural

research approach employing critical methodological tools for Coastal Environmental

Education.

Keywords

Cultural Mapping, Environmental Education, Coastal Areas, Local Sustainability, Local Spatial

Knowledge.

Resumo

Este artigo investiga como a cartografia cultural pode fortalecer a educação ambiental nas

zonas costeiras de Portugal, destacando a sua relevância para a compreensão das interações

entre as comunidades locais e as paisagens costeiras e para o desenvolvimento de estratégias

sustentáveis de conservação e gestão ambiental. A praxis crítica desenvolvida na

investigação, no ativismo e até em posições políticas tem tentado enfatizar a importância das

construções coletivas para um futuro sustentável. A abordagem de mapeamento cultural

apresenta uma perspetiva teórica e metodológica crítica e um potencial transformador

significativo na busca de uma virada sócio-ecológica-cultural em direção à sustentabilidade

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Título Dossiê temático - Rede Lusófona de Educação Ambiental:

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a uma crise socioambiental global

Setembro 2024, pp. 65-80

Cultural Mapping as a Tool for Environmental Education in Coastal Areas

Daniel Oliveira, Zara Teixeira, Mônica Mesquita

local. Para explicar e debater estes pressupostos, este ensaio analisa a evolução urbana ao

longo da costa portuguesa, examinando os contextos históricos e os desafios na gestão dos

territórios costeiros. Destaca a cartografia cultural como uma abordagem valiosa para integrar

o conhecimento local e promover a colaboração entre diferentes contextos culturais. O estudo

sugere que a cartografia cultural aumenta a relevância e a ressonância dos projetos de

educação ambiental nas comunidades, contribuindo assim para os objetivos locais de

desenvolvimento sustentável. Discute-se a justificação para a adoção do termo "cartografia

cultural", salientando o movimento crítico da ciência geográfica para a produção de mapas e

a sua interpretação da cultura neste contexto. O manuscrito também apresenta e discute

projetos de investigação que utilizam a cartografia cultural como pedagogia ativa e crítica e

explora o seu potencial para a educação ambiental. Finalmente, o mapeamento cultural é

retratado como uma abordagem de investigação interdisciplinar e transcultural que emprega

ferramentas metodológicas críticas para a Educação Ambiental Costeira.

Palavras-chave

Cartografia Cultural, Educação Ambiental, Zonas Costeiras, Sustentabilidade Local,

Conhecimento Espacial Local.

How to cited this article

Oliveira, Daniel, Teixeira, Zara & Mesquita, Mônica (2024). Cultural Mapping as a Tool for

Environmental Education in Coastal Areas. Janus.net, e-journal of international relations. VOL15

N1, TD1 – Dossiêr temático – “Rede Lusófona de Educação Ambiental: perspectivas de cooperação

para construir respostas sociais a uma crise socioambiental global”. Setembro de 2024. DOI

https://doi.org/10.26619/1647-7251.DT0224.4.

Article received on june 30th, 2024 and accepted on july 20th, 2024.

JANUS.NET, e-journal of International Relations

e-ISSN: 1647-7251

VOL15 N1, DT1

Título Dossiê temático - Rede Lusófona de Educação Ambiental:

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a uma crise socioambiental global

Setembro 2024, pp. 65-80

Cultural Mapping as a Tool for Environmental Education in Coastal Areas

Daniel Oliveira, Zara Teixeira, Mônica Mesquita

CULTURAL MAPPING AS A TOOL FOR ENVIRONMENTAL

EDUCATION IN COASTAL AREAS

DANIEL OLIVEIRA

ZARA TEIXEIRA

MÔNICA MESQUITA

Introduction

This manuscript adopts the idea of Cultural Mapping (CM) to discuss this practice as

having great potential for environmental education in coastal areas. Such coastal areas

have been experiencing uncontrolled urbanization processes that can contribute to

negative transformations. In this sense, CM is introduced as a possibility for

understanding local culture and creating collaborative processes that enable the

development of a community willing to contribute to local sustainability.

CM is a pedagogical tool encompassing place-based environmental education through

exploring and representing the place (Jagger, 2013). With a collaborative and action-

oriented approach, CM contributes to creating a database of local spatial knowledge,

enabling the visualization and analysis of community narratives and establishing

connections between these narratives and other landscape biophysical and cultural

elements. By analyzing community narratives alongside the biophysical and cultural

elements of the landscape, CM enables the identification of patterns, connections, and

interdependencies that may not be obvious in isolated analysis. This can lead to

important insights into local environmental, social, and economic issues and inform the

development of more appropriate and sustainable policies and practices.

Through a comprehensive literature review and following up on the work being developed

in collaboration with local coastal communities by the Ocean Literacy Observatory – part

of the Marine and Environmental Sciences Centre, ARNET - Aquatic Research Network

Associate Laboratory, Portugal, this essay presents practical cases of CM inquiry that

contribute to environmental education practices in coastal areas.

For this purpose, an analysis of urban evolution on the Portuguese coast is conducted,

presenting a historical context and some challenges for managing these critical and

sensitive coastal territories. Thus, CM is highlighted as a valuable tool for integrating

local knowledge and fostering collaboration among diverse cultural backgrounds. It is

JANUS.NET, e-journal of International Relations

e-ISSN: 1647-7251

VOL15 N1, DT1

Título Dossiê temático - Rede Lusófona de Educação Ambiental:

perspectivas de cooperação para construir respostas sociais

a uma crise socioambiental global

Setembro 2024, pp. 65-80

Cultural Mapping as a Tool for Environmental Education in Coastal Areas

Daniel Oliveira, Zara Teixeira, Mônica Mesquita

suggested that with CM, environmental education projects can achieve greater relevance

and resonance within communities, ultimately contributing to local sustainable

development goals. Afterward, the reason for choosing the term cultural mapping, which

involves a critical movement from geographical science to map production, is discussed,

as well as how the idea of culture is apprehended in this context. Some research projects

that have utilized CM practices as active and critical pedagogies are presented and

discussed, as well as the possible use of these practices for environmental education. As

a final consideration, CM is underscored as interdisciplinary and transcultural research

that employs critical methodological tools for Coastal Environmental Education.

Coastal Areas in Portugal: context and challenges

Over the last decades, there has been a noticeable densification and increase in

geographic complexity along the coastal bands of mainland Portugal, ranging from Braga

to Setúbal and from Lagos to Olhão (Fernandes & Sexias, 2018). Since the 1970s,

economic expansion and urban development along the Portuguese coast have had a

notable surge. Approximately 75% of the Portuguese population resides in coastal

regions, roughly 14% living less than 2 km from the shoreline during high tide (APA,

2017). This figure continues to rise, significantly impacting estuarine and coastal waters

(Taveira-Pinto et al., 2022).

Urban development primarily impacted the southern coastal regions, particularly the

stretch from Portimão to Faro. It exhibited significant intensity around major

metropolitan hubs in the northwest and along the central coast, specifically Porto and

Lisbon (Tonini et al., 2018). Several case studies in coastal areas of Portugal have shown

how these areas have been under pressure and lack the necessary attention for positive

transformations. We can observe that Portimão remains a coastal area under significant

pressure from tourism and urbanization (Deus et al., 2023), while Lagoa de Óbidos and

Martinhal have been paying particular attention to their sedimentation processes

following extreme natural events (Costa et al., 2012). The contact and proximity to the

ocean enable extreme natural phenomena, including those driven by climate change,

which can negatively impact coastal societies. “Extreme events such as abrupt marine

invasions due, for example, to tsunamis, extreme storms, and co-seismic subsidence,

have an undoubtedly important significance for coastal evolution” (Costa et al., 2012, p.

1367).

In recent decades, the construction of buildings, promenades, and other structures along

waterfronts has often encroached upon beaches and dunes, altering morphological

conditions. This phenomenon has exacerbated coastal risks, at least in localized areas,

by contributing to changes in the landscape (Taveira-Pinto et al., 2022).

There is difficulty in implementing coastal management guidelines in Portugal due to a

lack of integration among the approximately 100 entities responsible for decisions

regarding the Portuguese coast “(6 ministries, 11 secretaries of state, 27 institutes and

general directors and 51 municipalities)” (Oliveira et al., 2020, p. 34).

JANUS.NET, e-journal of International Relations

e-ISSN: 1647-7251

VOL15 N1, DT1

Título Dossiê temático - Rede Lusófona de Educação Ambiental:

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a uma crise socioambiental global

Setembro 2024, pp. 65-80

Cultural Mapping as a Tool for Environmental Education in Coastal Areas

Daniel Oliveira, Zara Teixeira, Mônica Mesquita

In Portugal, since the 1990s, the development of Integrated Coastal

Management (ICM) has stimulated a more integrative and participative

approach to coastal management, with the government developing

legislation for coastal zone protection, recovery, management, and

governance. […] Application of the national strategy has taken its first

steps, but clarity and communication are key aspects for the future

ICZM implementation (Oliveira et al., 2020: p. 44).

However, beyond that, there is a lack of knowledge (Oliveira et al., 2020) and a lack of

collaborative involvement with local communities regarding the necessary and desired

intervention plans for a particular territory. Collaborative practices such as CM contribute

to community engagement and involvement of other stakeholders, providing a space for

dialogue and inclusion of multiple forms of knowledge, contributing to a co-creation

process, valuing citizens' local spatial knowledge, and allowing them to be part of the

management of their place, thus contributing to local sustainability.

This discussion is part of a doctoral project in which a CM praxis is applied in Lagoa de

Albufeira, Portugal. This coastal lagoon in the municipality of Sesimbra has special

ecological significance, being a nesting area for birds and a Ramsar site in addition to its

scenic beauty and historical significance. However, it has been experiencing abrupt

changes in its landscape, mainly due to uncontrolled urbanization processes, which bring

not only people with some connection to the place but also citizens from other places

who do not have past ties to the location. Thus, applying CM to the local community aims

to contribute to the perception of local reality, conflicts, and individual and collective

desires. This practice is believed to contribute to a dialogical learning process and even

allow for the creation of affection and responsibility towards the place.

Cultural Mapping: co-construction, community involvement, and place-

based learning in research

Theoretical-methodological practices that contribute to the process of inclusion and

environmental education within local communities, such as CM, represent alternatives

with the potential to contribute to local sustainable development. Simultaneously, it

facilitates reciprocal knowledge exchange wherein older generations impart narratives

from the past, elucidating historical lifestyles and experiences. New inhabitants, including

those from different cultural backgrounds, can absorb these narratives while also

contributing their own stories and rationale for choosing the locality as their residence.

Such interactions serve as educational opportunities for younger individuals, instilling

aspirations for the future. This exchange mechanism nurtures a heightened communal

spirit and a sense of obligation toward advancing local sustainable development.

Additionally, given its collaborative nature, it engenders increased openness and

innovation, fostering the co-creation of agreements, initiatives, and resources aimed at

fortifying efforts for socio-ecological equilibrium within the community.

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Título Dossiê temático - Rede Lusófona de Educação Ambiental:

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Setembro 2024, pp. 65-80

Cultural Mapping as a Tool for Environmental Education in Coastal Areas

Daniel Oliveira, Zara Teixeira, Mônica Mesquita

In pursuing scientific progress and sustainable development, it is paramount to recognize

the value of co-construction and community involvement. This entails integrating local

knowledge into the scientific discourse and co-creating knowledge alongside

communities.

Indigenous wisdom, traditional practices, and community insights offer invaluable

perspectives that enrich scientific understanding and inform more holistic approaches to

sustainability. By acknowledging and incorporating these diverse knowledge domains,

environmental education projects can transcend conventional boundaries and achieve

greater relevance and resonance within local contexts.

Why Cultural Mapping?

Collaborative mapping approaches in research have been used in an interdisciplinary and

transcultural manner to promote social and environmental justice, allowing for the

sharing of knowledge, experiences, and desires about the place in the form of maps

(Pedregal, 2020).

This research methodology has its roots in a movement of critical cartographies (counter-

mappings) that shed light on the power of maps (Wood, 1993; Wood, 2010) and the

need to rethink for whom the production of these maps serves (Harley, 1990). This

critical cartographic movement stimulated a series of new mapping methodologies that,

although spread across different disciplinary areas, share the same premise of producing

maps collaboratively with local communities and seeking to reveal and valorize local

knowledge that can contribute to the sustainability of the place. Such critical cartographic

methodologies have been titled differently in science, ranging from social mapping (Silva

et al., 2019) or social cartography (Cruz-López et al., 2022) to participatory mapping

(Mere-Roncal et al., 2021) to public participation geographic information system (PPGIS)

or participatory GIS (PGIS) (Monteiro de Carvalho et al., 2021). This essay will use

Cultural Mapping (CM) to encompass all these terms.

A definition that contributed to the decision to use the term "cultural mapping" was

elaborated by the Amazon Conservation Team - ACT Brazil and provides the following

definition for Collaborative Cultural Mapping:

A cultural map is a cartographic tool aimed at demonstrating cultural,

historical, and customary aspects of a traditional territory of one or more

peoples. Cultural mapping can take on various forms, but the defining

aspects are clear: it must be carried out by the community itself,

combined with cartographic rules, so that the final result is precise and

orderly. It is part of a cultural and social diagnosis process that can lead

to strong political instruments and form the seed capable of creating

good policies for the involved communities, such as indigenous

education plans, environmental management, and territorial protection.

The map should not constitute an end goal but rather a tool within a

work of cultural and territorial strengthening of traditional communities.

(ACT Brasil, 2008: p. 7).

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Título Dossiê temático - Rede Lusófona de Educação Ambiental:

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Setembro 2024, pp. 65-80

Cultural Mapping as a Tool for Environmental Education in Coastal Areas

Daniel Oliveira, Zara Teixeira, Mônica Mesquita

Although the document will primarily address indigenous communities in the Amazon

region, we understand that this approach can be equally important for other non-

indigenous or native communities and other regions of particular socio-ecological

interest, such as coastal areas in Portugal and worldwide. Coastal areas undergo intense

transformation due to being the frontier and meeting point between oceanic waters and

the terrestrial spaces inhabited by human society. These dynamic zones are subject to

various environmental, social, and economic pressures, including coastal erosion, rising

sea levels, habitat loss, pollution, and urbanization (Crossland et al., 2005).

The term "Cultural Mapping" encapsulates the analytical process of unraveling cultural

nuances interwoven within the local landscape, encompassing a spectrum ranging from

discerning the catalysts behind landscape transformations to unraveling the rich tapestry

of stories and narratives that underpin local cultures. Recognizing the contemporary

epoch as the Anthropocene, or more aptly, the Capitalocene, underscores the profound

imprint of human activity on landscapes and the global ecological equilibrium. Hence,

discussing cultural mapping transcends mere cartographic delineation; it encapsulates a

holistic comprehension of the broader cultural fabric, dissecting a local culture across its

diverse systems and facets. Ultimately, it epitomizes the endeavor to decipher the

intricate cultural landscapes that shape our world.

Culture carries a series of meanings depending on the local context or even the

disciplinary area in which it is used. It has commonly been associated with artistic

expressions and cultural planning - aimed at the valorization of artistic and creative

expressions such as operas, symphonies, and theaters, which has contributed to the

marginalization of other cultural expressions that are usually already marginalized (Dick,

2015) stemming from the very constructive history of the place. Beyond the arts and the

creative sector, culture should be understood broadly, encompassing at least two other

categories: cultivation of the mind and way of life (Williams, 1976). Admitting the

analysis of a local culture under these categories allows for a more complete and complex

view of the place, in which all citizens and local communities become an intrinsic part of

this culture. It is necessary to value citizen narratives and stories and to go beyond just

mapping tangible assets and recognize the importance of intangible cultural resources

(Dick, 2015).

The cultures of each society are developed from their landscapes and, at the same time,

are responsible for the constant alterations in these landscapes. Such planetary

landscapes are, especially in an era of the Anthropocene, cultural landscapes shaped and

reshaped by a web of collaborations between physical resources and human activities

(Sauer, 1925).

Cultural Mapping as a Praxis for Environmental Education

CM can be understood as a praxis of environmental education since it involves citizens

and communities in dialogical learning and individual and collective empowerment. CM is

not just the creation of maps - final products, but the process itself is of immense

JANUS.NET, e-journal of International Relations

e-ISSN: 1647-7251

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Título Dossiê temático - Rede Lusófona de Educação Ambiental:

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a uma crise socioambiental global

Setembro 2024, pp. 65-80

Cultural Mapping as a Tool for Environmental Education in Coastal Areas

Daniel Oliveira, Zara Teixeira, Mônica Mesquita

importance, as it is a space for collaboration among community members. In this sense,

it becomes essential to understand the place, create intra-community bonds, form

identity, map conflicts, discuss dreams and desires, and even create social contracts.

In the context of CM as a tool for environmental education, we understand that the

process of CM itself operates within the spectrum of education for local sustainability.

The idea of mapping in collaboration with local communities can be seen as a process of

Participatory Action Research in which citizens and communities are integral parts of the

investigative process and bring forth questions, discussion topics, and their local

knowledge. Blending scientific knowledge with local knowledge through collaborative

mapping activities allows for exploring and discussing topics important to local culture,

creating an environment of empowerment and inclusion.

CM, through its geographic dimension, serves as a tool for uncovering local spatial

knowledge and illuminating intangible aspects that shape a community and its internal

dynamics (Gibson, 2010). CM can be an important inquiry that allows the identification

of local identities and socio-environmental conflicts experienced by the community by

sharing and recording citizen narratives and valuing local knowledge. In this sense, it

allows for a dialogic learning process of enormous value for environmental education

practices, shedding light on the intrinsic and inseparable relationships between nature

and culture (Silva et al., 2018).

The methods employed in CM encompass a range of techniques such as mind maps,

emotional maps, narrative cartography, visual analysis of media, drawings, and advanced

Geographic Information Systems (GIS). In the following sections, we will introduce

several projects that delved into CM from diverse perspectives, each with unique goals

and methodologies. It is worth noting that these projects not only offer valuable insights

into cultural diversity but also present a significant opportunity in the realm of

environmental education. By integrating cultural elements with socio-ecological insights,

these initiatives enhance our understanding of the interactions between communities and

their natural surroundings. They also foster a broader awareness of the importance of

environmental preservation and sustainability.

The importance of collaborative mapping approaches in environmental

education and policy development

A project conducted by the Environmental Education, Communication, and Arts Research

Group from the Federal University of Mato Grosso demonstrated the potential of

collaborative mapping practices, even in shaping public policies for the state (Sato et al.,

2014). As a methodology for environmental education, this project facilitated the

mapping of vulnerable social groups and the identification of socio-environmental

conflicts that expose these groups to risks, providing valuable insights for managers and

decision-makers dealing with local, territorial planning issues (Sato et al., 2014). This

collaborative approach informs policymakers and decision-makers about socio-

environmental conflicts and vulnerabilities and emphasizes the importance of

participatory approaches in environmental education and policy development. By

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Título Dossiê temático - Rede Lusófona de Educação Ambiental:

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a uma crise socioambiental global

Setembro 2024, pp. 65-80

Cultural Mapping as a Tool for Environmental Education in Coastal Areas

Daniel Oliveira, Zara Teixeira, Mônica Mesquita

involving local communities in the mapping process, the project fosters a sense of

ownership and empowerment while ensuring that the perspectives and needs of those

directly affected by environmental issues are considered (Sato et al., 2014). Such an

inclusive approach can lead to more effective and sustainable solutions that address the

root causes of environmental challenges while promoting social equity and resilience.

Moreover, the project's success in influencing public policy underscores the value of

interdisciplinary research and collaboration between academic institutions, governmental

bodies, and local communities in addressing complex environmental issues.

Walkscapes: Collaborative map of the micro-territory

CM can utilize various methods, which will depend on the contexts of each project and

the proponents' areas of training and research. Ortega Nuere e Bayon (2015) present

methods imbued in CM, based on Jane Jacobs and Francesco Careri, such as Walkscapes

- which are global movements where local citizens and other visitors walk together to

map the problems of the city as a community. These movements are rooted in the

principle that the collective, the networked community, has a greater capacity for critical

observation of their local spaces than the individual alone. These Walkscapes create

momentum for dialogical learning - between, for example, researchers and citizens,

about local culture and allow for the creation of a collaborative map for that micro-

territory. Walking collectively as a method of observation and intervention in territories

creates an environment of curiosity, communication, and affectivity, building a greater

sense of belonging and responsibility for common spaces (Ortega Nuere & Bayon, 2015).

Environmental education program for geography teachers, employing

CM practices, including Community Mapping and Photovoice

Through the implementation of an environmental education program for geography

teachers, utilizing CM practices, including Community Mapping and Photovoice, it was

deduced that such collaborative methods actively contribute to the development of

geographical knowledge and understanding of regional environmental conflicts (Cho &

Kim, 2022). Furthermore, this pedagogical tool significantly enhances community

competencies and active citizenship, as participating citizens collaboratively engage in

their communities to effect positive changes in their surroundings (Cho & Kim, 2022).

The photovoice method emerges as an intriguing tool for environmental education.

Equipping citizens with cameras to capture the conflicts and potentialities of their

surroundings, this technique empowers communities as investigators of their everyday

lives, facilitating the visualization of situations through the perspective of those who live

and experience the place (Cho & Kim, 2022; Goodchild, 2007). By documenting everyday

aspects of the environment through photos, videos, and narratives, this method

contributes to the cultivation of critical awareness. It enables the co-creation of a

democratic and inclusive space. Here, marginalized individuals can express their opinions

and knowledge, exerting pressure to ensure proper attention is given to local issues and

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advocating for territorial interventions to foster a more sustainable community (Cho &

Kim, 2022).

The activity of collecting media, photos, and videos not only holds intrinsic educational

potential but can also be enriched through the inclusion of prompts that encourage the

sharing of narratives among participants. By requesting each participant to describe their

own image or video, commenting on various aspects such as the content depicted in the

media, the reason why the situation was captured, the media's relationship with their

personal lives, and the opportunities that can be drawn from the presented situation, it

is possible to promote deeper reflection and meaningful exchange of experiences (Cho &

Kim, 2022).

This approach fosters individual expression and encourages empathy and interpersonal

understanding, as participants can share their unique perspectives and learn from one

another. Furthermore, by discussing the relationships between the media and their own

lives, participants can develop critical media analysis skills and increase their awareness

of how images and videos influence their perceptions and behaviors.

Simultaneously, the activity can also promote creativity, as participants are challenged

to find opportunities and meanings in everyday situations captured in the media. This

can lead to a greater appreciation of daily experiences and the development of a growth

mindset, where participants learn to extract valuable lessons and insights from their own

lived experiences.

Therefore, by incorporating these elements of reflection and narrative sharing into the

activity of collecting media, photos, and videos, educators can create a rich and engaging

learning experience that not only promotes the personal development of participants but

also strengthens connection and collaboration within the group.

Firsthand sensory exploration of the area and inspiration to students

In addition to facilitating firsthand sensory exploration of the area, CM initiatives can

inspire students to forge personal and emotive bonds with their place and surroundings

and its non-human inhabitants (Jagger, 2013). According to the "knowing nature

framework" proposed by Knapp (2005), CM functions can be seen as an environmental

education tool encompassing at least four significant pedagogical potentials: Observing,

Situated Knowing, Identifying, and Transforming (Knapp, 2005). Observing is directly

linked to questioning processes about the place, observations of seasonal changes,

listening, counting, and measuring environmental characteristics of the proposed study

area. Situated Knowing is related to the stories and narratives about the past and present

of the place, allowing for the reconstruction of local history and contemplation of the

current context. Identifying is connected to perceiving the relationships between

landscape elements, enabling understanding the cycles inherent in the local socio-

ecological system. Transforming relates to the action research character of the CM

methodology, in which participants' actions for positive changes in their local

environment also benefit them physically, intellectually, and emotionally (Knapp, 2005).

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Cultural Mapping as a Tool for Environmental Education in Coastal Areas

Daniel Oliveira, Zara Teixeira, Mônica Mesquita

Local water resource management

CM approaches have also been successful in local water resource management projects,

as with some riverside communities in Chapra, Bangladesh (Hossen, 2016). The

investigative process utilizing collaborative mapping techniques allowed for the inclusion

and empowerment of the community regarding local development and natural resource

conservation (Hossen, 2016).

In environmental education, this example is significant for several reasons. Firstly, it

demonstrates the importance of active participation by local communities in the

management and conservation of the natural resources surrounding them. By involving

residents in identifying and mapping water resources, they become aware of the

importance of these resources and active agents in their preservation (Hossen, 2016).

This example also highlights the effectiveness of collaborative approaches in

environmental education. The use of CM techniques not only provides valuable

information about local natural resources but also promotes hands-on learning and

knowledge exchange among community members. This educational approach is more

engaging and relevant for participants, thereby increasing the impact of environmental

education initiatives.

Engagement and critical stimulation in youth

CM practices can also contribute to reflection processes in urban youth about their

geographical space (Literat, 2013). Collaborative mapping practices are of great value

for engagement and critical stimulation in youth, which would hardly be achieved with

purely textual investigative methods (Literat, 2013). Collaborative mapping practices

offer an effective way to integrate environmental aspects into youth education. By

involving students in creating maps highlighting natural resources, green areas, and

pollution, among other aspects of the local environment, they are encouraged to reflect

on the relationship between their actions, the environment, and the community. This

promotes a deeper environmental awareness and a sense of responsibility towards

environmental preservation. Furthermore, by adopting a practical and visual approach,

collaborative mapping practices can be more engaging and meaningful for youth, thereby

increasing the impact of environmental education.

Cultural Mapping as Participatory Action Research: Learning by doing

CM brings the possibility of learning by doing and can design the investigative process as

participatory action research, as observed in planning practices in Italy. In different

contexts, stakeholders linked to territorial planning have pointed out that using CM allows

for greater knowledge of territories, collaboration between scientific, technical, and local

knowledge, and active leadership development that can promote positive change (Saija

et al., 2017).

CM's collaborative and action-oriented approach plays a fundamental role in creating a

database of local spatial knowledge, enabling the visualization and analysis of community

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Cultural Mapping as a Tool for Environmental Education in Coastal Areas

Daniel Oliveira, Zara Teixeira, Mônica Mesquita

narratives and mapping relationships between these narratives and other landscape

biophysical and cultural elements.

Moreover, visualizing the data collected through CM can facilitate communication and

dialogue among various stakeholders, promoting greater awareness and community

engagement regarding spatial and environmental issues. This can strengthen the

community's capacity to make informed decisions and actively participate in managing

and preserving their local environment.

Final considerations

CM plays a pivotal but often overlooked role in environmental education literature, as it

has been insufficiently theorized and developed. However, recent exploration has

highlighted its significance in facilitating learning, agency, and instigating change within

communities. This essay examines CM as interdisciplinary and transcultural research that

utilizes critical methodological tools for Environmental Education. We argue that CM has

excellent potential to address coastal sustainability issues and contribute to the learning

and critical empowerment of citizens and local communities in promoting equitable, local

sustainable transitions.

Through CM techniques, communities mobilize knowledge about biocultural diversity,

enabling the acquisition of essential information and fostering engagement in meaningful

activities that relate to their cultural landscape (Belay, 2012). This process also serves

as a platform for community members to renegotiate their identities within the broader

community context. Moreover, the utilization of CM has demonstrated its capacity to

catalyze learning and evoke a desire for change among participants. This newfound

knowledge and motivation can be harnessed to adapt to evolving socio-ecological

environments, ultimately contributing to the long-term resilience of social-ecological

systems. Thus, CM emerges as a tool for knowledge dissemination and as a catalyst for

transformative action, offering potential pathways toward sustainable change and

enhanced community resilience (Belay, 2012).

Coastal areas require special attention due to significant anthropogenic pressure. On the

other hand, they tend to be areas of urban expansion due to their scenic value, easy

accessibility, continuity of urban sprawl, opportunities for recreational activities, fishing,

and numerous other reasons that historically make coastal zone areas of great interest

for human occupation and use. Many of these areas represent significant environmental

importance, increasing the number of protected areas along coastal and oceanic zones

as an alternative to the degradation these areas have been experiencing. However,

protected areas may conflict with local communities, who are sometimes unwilling to

accept usage prohibitions in those areas. It is urgent for scientific research to pay more

attention to these areas and the conflicts that have been occurring.

Coastal regions are uniquely rich in cultural, tangible, and intangible heritage,

biodiversity, and intricate socio-ecological dynamics. Anthropogenic influences on the

Portuguese coastal zone have become increasingly significant in recent decades.

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Cultural Mapping as a Tool for Environmental Education in Coastal Areas

Daniel Oliveira, Zara Teixeira, Mônica Mesquita

Moreover, it is anticipated that the spatial and temporal scales of these impacts will

further escalate soon (Taveira-Pinto et al., 2022).

In coastal areas, where human activities and the impact of climate change are acutely

felt, CM offers a transformative approach to environmental education. It enables

communities to explore and articulate their unique connections to the coastal

environment, fostering a sense of ownership and responsibility toward its preservation.

CM fosters a sense of place and belonging, reinforcing the cultural identity of coastal

communities intertwined with their natural surroundings. By celebrating cultural diversity

and community perspectives, it promotes inclusivity and equity in environmental

decision-making processes, ensuring that the voices of marginalized communities are

heard and respected.

In conclusion, Cultural Mapping offers valuable tools for Environmental Education and

local sustainable development in coastal areas. Its collaborative, interdisciplinary, and

transcultural approach allows for a broader understanding of communities and local

socio-ecological systems, contributing to creating sustainable and equitable strategies.

Through its place-based learning format and creative methods that explore local spatial

knowledge, Cultural Mapping can make environmental education projects more

compelling, comprehensive, and engaging, helping protect and value coastal landscapes

for present and future generations.

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Funding details

This work was supported by FCT – Foundation for Science and Technology, I.P., through the Ph.D.

Grant UI/BD/150953/2021; Foundation for Science and Technology (FCT, Portugal), through the

strategic projects UIDB/04292/2020 and UIDP/04292/2020 granted to MARE - Marine and

Environmental Sciences Centre and the project LA/P/0069/2020 granted to the Associate

Laboratory ARNET - Aquatic Research Network.