Environmental education as a catalyst for ecological awareness in vulnerable communities

Abstract

In the context of increasing environmental degradation and social vulnerability, environmental education emerges as a key instrument to foster ecological awareness and sustainable practices within marginalized communities. This study was conducted in the city of Pilar, Ñeembucú, with female beneficiaries of the Tekoporã Program, aiming to analyze the impact of environmental education on the level of ecological awareness in vulnerable peri-urban settings. 
A mixed explanatory-contextual approach was adopted, integrating quantitative and qualitative techniques. The sample consisted of 58 participants selected through simple random sampling. Ecological knowledge, pro-environmental attitudes, and everyday practices were assessed, triangulating data with observational records from households and community spaces. The findings revealed a high level of knowledge regarding sustainable practices, vegetation, and pollution, although gaps were identified in the understanding of climate change. Attitudes reflected strong collective awareness and willingness to adopt new habits, yet low levels of community engagement and responsible consumption. Regarding practices, significant appropriation was observed in rational water use and energy saving, while waste management and participation in ecological activities remained limited. It is concluded that environmental education, when articulated with social programs such as Tekoporã, holds transformative potential for human and environmental development. However, its effectiveness depends on the integration of critical, participatory, and context-sensitive pedagogical approaches, as well as the strengthening of infrastructure, community networks, and female leadership. These findings provide empirical evidence to inform the design of inclusive public policies aimed at sustainability in vulnerable territories.