Several decades of debates about “our common future” left some “ecological footprints” not only in the economic field, but also in the ethical, political, and educational ones, to guide us on a possible path to face the challenges of the twentyfirst century. Sustainability has become the dominant issue in the beginning of this century, with impact not only on our planet but also on the ability to re-educate our thinking and all our senses, with further possibility to rekindle our hope of a future with dignity for all. The Earth Charter is found among these footprints.

The sustainability values promoted by the Earth Charter have terrific educational potential: the preservation of the environment depends on an ecological conscience and shaping this conscience depends on education. It is here that eco-pedagogy, or Earth pedagogy, comes into play. It is a pedagogy to promote learning as the “meaning of the things from everyday life,” as stated by Francisco Gutierrez and Cruz Prado.1 We develop this sense as we go, experiencing our context, and in this process we open new trails – we do not merely observe the journey. It is then a democratic and understanding pedagogy, a pedagogy for everyday life.

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Antunes, A., & Gadotti, M. (2005). Eco-pedagogy as the appropriate pedagogy to the earth charter process. The Earth Charter in Action, 135-7.