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Sustainable societies: have you heard of them?
We live in environmental and social crises that demand bold and transformative responses. In this context, the idea of sustainable societies (SS) emerges as a deeper and more inclusive alternative to the much-debated sustainable development (SD). But what is the difference between these two concepts? And why is it important to rethink the sustainability model we follow? Is it really sustainable?
Understanding Sustainable Development
In the 1970s, the environmental movement gained momentum by questioning the contradictions of the development model, which promoted unlimited growth based on finite natural resources, generating risks of ecological collapse (LIMA, 1997). In 1987, the report “Our Common Future” was published to align environmental conservation with economic growth. This report presented the concept of sustainable development, defined as development capable of meeting the needs of the present without compromising future generations (CMMAD, 1991).
Although sustainable development appears to be a way out of the ecological crisis, as it has made major contributions to the dissemination and maturing of socio-environmental issues, many authors point to the fact that it maintains the status quo, bringing remedial and immediate solutions. Sustainable development works on problems a posteriori rather than a priori, giving rise to major disasters and environmental crimes rather than preventing them (COSTA-PINTO, 2019; FOLADORI, 2002; LIMA, 1997).
Even so, it is worth recognizing the positive impacts that sustainable development projects have had on our society, sometimes being essential for guaranteeing human rights. However, as they are part of the neoliberal development logic, they have important limitations, acting only on the consequences of the problem (hunger, disease, climate refugees, dam bursts, among others) and not on the cause, as they do not interfere in the relations of production that generate inequality (FOLADORI, 2002).
Sustainable societies: a new path
In this scenario, a counterpoint to sustainable development has emerged: sustainable societies (SS). During the International Conference on Environmental Education, held parallel to Rio-92, the Treaty on Environmental Education for Sustainable Societies and Global Responsibility (UN, 1992) was created. From this treaty, the concept of SS emerged in the area of environmental education (Meira and Sato, 2005).
According to Costa-Pinto (2019) and Carvalho (2008), the concept of sustainable societies reflects concern about environmental injustice, the result of inequalities generated by the neoliberal model. In this system, the most vulnerable groups bear the burden of environmental degradation, while the most privileged enjoy the bonus of natural resources.
Unlike SD, SS rejects alienated consumption and individualism. They are based on a solidarity economy, self-limiting consumption, and active social participation. While SD is aligned with the logic of the accumulation regime and the free market, SS recognizes the need for structural transformation (Carvalho, 2008). In sustainable development, citizens are seen as consumers, while in sustainable societies, they are active political subjects (CARVALHO, 2008).
According to Ferraro Júnior and Sorrentino (2011), contrary to the idea of a single model of sustainability, SS values cultural, social, and ecological diversity. They are inspired by local worldviews and respect the pluralities of peoples. As such, the concept is plural since it seeks diversity and plurality, confronting the homogenization imposed by modernity (Diegues, 2003).
It is worth pointing out that sustainable societies are fundamental and necessary, but as we move towards this ideal, it is essential to work side by side with these two concepts, with sustainable development being a practical and accessible tool at the moment. The aim is not to divide and polarize society but to join forces, using the best of both to pave the way for the construction of truly sustainable societies where equality and justice are indispensable conditions. More than guaranteeing a better environment for future generations, it's about guaranteeing better generations for the environment (FOLADORI, 2002).
#SustainableSocieties #SustainableDevelopment #EnvironmentalEducation #SocialEnvironmentalJustice #SocialTransformation
Who writes: Gabriela Albuquerque Lúcio da Silva @ https://www.linkedin.com/in/gals-ea/
Want to know more? Here are the references:
CARVALHO, Isabel Cristina Moura. Education for sustainable and environmentally just societies. Revista Eletrônica does Mestrado em Educação Ambiental, Rio Grande, vol. especial, Dec 2008.
CMMAD - World Commission on Environment and Development. Our Common Future. 2nd ed. Rio de Janeiro: FGV, 1991.
COSTA-PINTO, Alessandra Buonavoglia. Environmental education, building sustainable societies and affections in Spinoza. In: ALONSO, Cláudia Pazos; RUSSO, Vincenzo; VECCHI, Roberto; ANDRÉ, Carlos Ascenso. (Org.). De oriente a ocidente: estudos da associação internacional de lusitanistas. 1 ed.Coimbra: ANGELUS NOVUS , EDITORA, v. IV, p. 07-30. 2019.
DIEGUES, Antônio Carlos Sant'Ana. Sustainable societies and communities. São Paulo: Núcleo de Apoio à Pesquisa sobre Populações Humanas e Áreas Úmidas Brasileiras (NUPAUB) - USP, 2003.
FERRARO JÚNIOR, Luiz Antonio; SORRENTINO, Marcos. Political Imaginary and Coloniality: Challenges to the Qualitative Evaluation of Public Environmental Education Policies. Ciência & Educação, v. 17, n. 2, p. 339-352, 2011.
FOLADORI, Guillermo. Advances and limits of social sustainability. Revista Paranaense de Desenvolvimento, n° 102, jan/jun 2002.
LIMA, Gustavo. The sustainability debate in an unsustainable society. Revista Política e Trabalho, n° 13, Sep 1997.
MEIRA, Pablo; SATO, Michèle. Only dead fish can't swim upstream. Revista de Educação Pública, v.14, n.25, 17-31p., 2005.
UN. Treaty on Environmental Education for Sustainable Societies and Global Responsibility. Rio de Janeiro: UN, 1992.
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