This book supplies both empirical evidence and scholarly analysis that exemplify successful innovation in South America in the field of sustainability education. Examining the issues from a three-fold perspective, of national policy, regional planning and grassroots projects in schools and communities, the volume offers a comprehensive overview of the contemporary situation in Brazil, Chile, Bolivia, Argentina and Venezuela. It provides case studies as detailed illustrations of the recipe for success as well as to inform researchers and practitioners of the kinds of obstacles and challenges they might face in seeking to manifest sustainability.

A good deal of the research and scholarly studies in the field of education for sustainability and sustainable development is underpinned by 'Western' norms and culture. This book draws on that literature, yet also teases out features in the case studies that are particular to the region. South America itself encompasses a rich variety of natural and cultural environments-within individual nations as much as continent-wide. This diversity is a recurring theme in the book.

The volume's three sections provide first a general survey, enriched with material from studies conducted in a number of different polities. The second section covers developments in Brazil, South America's largest nation and one that exhibits many of the features of education for sustainability found across the continent. Part three sets out and explores future trends. As with other books in the Schooling for Sustainable Development series, this volume will add impetus to scholarly exchange as well as contributing insights on education policy and curriculum changes across South American communities that exist in an increasingly globalized world.

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Table of Contents: Part 1 - Schooling for sustainable development in South America: Chapter 1: Schooling for sustainable development: autonomy, citizenship and social justice in South America: Maria Lucia de Amorim Soares and Leandro Petarnella.- Chapter 2: Sustainability and Educational Actions: Vânia Regina Boschetti.- Chapter 3: Schooling for sustainable development in Chile: Fabián Araya Palacios.- Chapter 4: Education and Sustainability: Figurations and the ethics of Care - Bolivian experience: Ubiratan Silva Alves and Maria Roche Ferreira.- Chapter 5: Geography and sustainable development in teaching and education in Argentina: Claudia Marcela Polimeni.- Chapter 6: Venezuela and education: Transformation for the development of the people: Rosa Lopez de D'Amico, Maritza Loreto and Orlando Mendoza.- Part II - Schooling for sustainable development in Brazil: Chapter 7: The environment as a cross-curricular theme in the Brazilian "Parametros Curriculares Nacionais"(PCNs, National Curriculum Parameters: Maria Lucia de Amorim Soares and Leandro Petarnella.- Chapter 8: School Culture In Brazil: Complexities in the construction of the sustainability concept: Sérgio Luiz de Souza Vieira.- Chapter 9: Schooling for sustainable development: Experience with students of early childhood education in the state Paulo Tapajos, Sao Paulo/Brazil: Maria Lucia de Amorim Soares, Leandro Petarnella and Eduardo de Campos Garcia.- Chapter 10: Higher education and regional sustainable development: The case of the Federal University of Tocantins in the Brazilian Cerrado: Carmen Lucia Artioli Rolim, Jose Damiao Trindade Rocha and Paulo Alexandre Adler Pereira.- Part III - Trends and challenges of educational provision for sustainable development: Chapter 11: Social and environmental design as an educational pedagogic resource for sustainable development: An experience with NGOs and Universities: Nara Silvia Marcondes Martins, Ivo Eduardo Roman Pons and Petra SanchezSanchez.- Chapter 12: Education for sustainability, Ethical Relations: Eliete Jussara Nogueira.- Chapter 13: Digital literacy and sustainability: the Vozes que Ecoam project: Luiz Fernando Gomes.- Chapter 14: At school you learn about the city: Urbanization and sustainable development in Education: Paulo Celso da Silva.