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The parliament and the government may pass many environmental laws, but if those laws are not effectively implemented by Public Administration, they will not bring about the desired changes, i. e. there is an implementation gap. This paper presents a case study on the implementation of the statute that regulates water quality for human consumption in Portugal. We find that when the implementation is successful, the main factors are the clarity and visibility of the procedures used vis-à-vis those affected, and when it fails, the main obstacle is the insufficient connection between the regulation of water quality for human consumption and the environmental protection of the water source. [ABSTRACT FROM AUTHOR]

Preservation of the environment is one of the main social concerns of the XXI century. This includes finding alternatives that can provide future generations with an environment that permits the continuity of human life. The present qualitative study involved discussions about collective awareness of issues including environmental sustainability and the need to develop new ways to create targeted policies. Adolescents participating in the "Saber Cuidar" project were encouraged to understand the meaning and importance of environmental education, and the creation of a system of peer group environmental education was encouraged. This study was undertaken in a State school, southeast of the city of São Paulo, with the participation of twelve students aged between 11 and 12 years. Data were collected using interviews and participant observation. Four themes emerged from the analysis: ecological awareness, social transformation, difficulties with the implementation of the proposal, and achievement of the proposed environmental education. The main results showed the importance of environmental awareness during the educational process, and of encouraging the perception of students concerning the environment in which they live. The work revealed a need to build new types of interaction able to raise perception of educational and social problems, which might then favor constructive action to stimulate necessary social mobilization. The students who participated in this study were encouraged to pass their acquired knowledge to their peers, and to teach others about environmental issues. [ABSTRACT FROM AUTHOR]