Suchergebnisse

Abstract The effectiveness of the Environmental Impact Assessment (EIA) has been analyzed through the application of good practice criteria, with emphasis on assessing the quality of studies involved in it. However, such approach is restricted to elements directly linked to the subject of the studies and leaves aside important aspects. The aim of the present study is to analyze the effectiveness of EIA systems through the application of 20 effectiveness criteria to a set of 37 environmental licensing cases in São Paulo (SP) and Minas Gerais (MG) states. The results show that the EIA is effective in both states with respect to procedural aspects. On the other hand, the systems were ineffective when it came to substantive effectiveness aspects such as the promotion of public participation, the development of locational alternatives and the assessment of cumulative effects. These aspects increase the proceeding time and limit the EIA influence on decisions, thus being restricted to adjustments in project designs and to the adoption of mitigation/compensation measures.

Resumo O ensino da Avaliação de Impacto Ambiental (AIA) é fundamental para sua prática efetiva. Entretanto, o tema ainda não foi suficientemente estudado. Nesse contexto, este artigo analisa o ensino da AIA no Brasil a partir dos planos de ensino de disciplinas que abordam AIA em cursos de Engenharia Ambiental, tendo como referência princípios de boas práticas, e propõe-se um protocolo de análise, categorizando o ensino da AIA em nove perfis. Os resultados mostram que o ensino da AIA está presente em todos os cursos avaliados. Porém, os perfis de ensino predominantes revelam uma visão limitada, não abordando o mínimo necessário para a compreensão da AIA como um instrumento de política ambiental. As fragilidades evidenciadas indicam que o ensino da AIA pode estar influenciando negativamente sua prática e vice-versa, criando um ciclo vicioso. Ressalta-se, assim, a urgência de melhoria no ensino da AIA no Brasil para contribuir para sua prática.

Abstract Teaching Environmental Impact Assessment (EIA) is fundamental for EIA effective practice. Nevertheless, this topic has not been addressed sufficiently, yet. In this context, this paper analyzes EIA teaching in Brazil based on the curriculum of EIA courses within Environmental Engineering programs, considering best practice principles. In addition, we proposed an analytical framework that categorizes nine EIA teaching profiles. The results show that EIA teaching is present in all the programs assessed. However, the prevailing teaching profiles reveal a limited perspective of EIA, not addressing the minimum necessary for understanding EIA as an environmental policy instrument. The weaknesses highlighted indicate that EIA teaching may be negatively influencing EIA practice and vice versa, creating a vicious cycle. Thus, this highlights the urgency for improving EIA teaching in Brazil, which should contribute to Brazilian EIA practice.