**5. Conclusions**

The present study showed that the current structure of the WCO reverse supply chain in the RMPF is based on weak partnerships between generators and collector cooperatives and companies, and also showed lack of effective communication between the links in the chain. Other bottlenecks and requirements indicated by the participants were: lack of public awareness; a regional culture of WCO

destinations being homemade soap production; the need to obtain a minimum volume for collection; competition among collectors; and quality specifications for WCO destined for biodiesel production.

In the present scenario, we evaluated the types of stakeholder participation and actions related to the selective collection, reverse logistics, and other actions regarding shared responsibility and environmental awareness. We concluded that the proper functioning of a WCO reverse supply chain depends on various factors. First, the population must be informed about the environmental damage caused by the improper disposal of this type of waste and about recycling possibilities. The reverse logistics of WCO also benefit from facilitated access to VDPs, incentives for formal contracts between cooperatives and commercial generators, optimization of collection routes, and specific incentive policies and legislation.

The development of reverse logistics is in the government's best interest. However, the actors that are part of the process are not given priority, and WCO collection programs and economic incentive programs (fiscal/tax) lack continuity. Furthermore, municipal selective collection programs established by the National Solid Waste Policy are mandatory, but local governments do not have information about or control of the destinations of all the WCO generated in their municipalities; they only control the volume processed by registered recycling cooperatives and companies.

The present analysis of the possibility of a municipal school operating as a VDP in a WCO reverse supply chain in the RMPF showed that VDP programs in schools cannot be one-offs, resulting in isolated actions such as rallies or events. These actions must be ongoing and part of the political-pedagogical program and school curriculum. Only in this way is it possible to implement the proposed action plan, as part of the environmental education program, in order to use the municipal school as a VDP.

It is important that students and the community actively participate in developing and implementing the WCO collection action plan. The study also pointed to a lack of public awareness regarding the damage caused by the improper disposal of WCO; lack of knowledge about the existence of VDPs; and criticism of discontinuity in collection and recycling initiatives.

One limitation of this study relates to the data collection phase. There was a paucity of literature about the actions of schools as VDPs and about WCO collection as a tool for environmental education. Similarly, there was a lack of a public database about WCO generation, collection and destinations. Additionally, the case study method doesn't permit generalization of results; further study is needed to support our conclusions.

Future studies should focus on the implementation of the action plan at the Washington Luiz Municipal School. It is hoped that the present investigation can guide other schools in developing similar action plans. Additionally, the authors sugges<sup>t</sup> that this research is applied to other regions and that there be a more in-depth investigation about other actions that involve the participation of public schools in the managemen<sup>t</sup> of other solid urban waste.

**Funding:** This research received no external funding

**Conflicts of Interest:** The authors declare no conflicts of interest.

#### **Appendix A. Questionnaire Applied to the Community in General**

	- ( ) Elementary ( ) High school ( ) Higher education

If so, what do you think EE means?


 soap with it


12. Did you know that WCO can be recycled? ( ) No ( ) Yes. And where?


#### **Appendix B. Questionnaire Applied to the Students of the Washington Luiz Municipal School**


#### **Appendix C. Interview with Education Agents (Managers, Teachers and Support Staff) of the Washington Luiz Municipal School**

Interviewee's role and experience:


Socioenvironmental responsibility ( ) Sustainable consumption ( ) Ethnic-racial relations ( ) Biodiversity ( ) Deforestation ( ) Environmental phenomena ( ) Quality of life ( ) Health in general ( ) Other.

8. In your opinion, what are the main difficulties and obstacles currently faced by the school in the development of activities/projects? allAbsenceoftheschool

(Mark applicable items) ( ) planning to guide ( ) Very infrequent meetings ( ) Lack of structure (rooms, physical space and equipment) ( ) Lack of teaching material ( ) Difficulty in mobilizing people and entities to collaborate with the school ( ) Members who are burdened with other professional activities ( ) Government political discontinuities ( ) Difficulty of conceptual understanding of the proposals ( ) Lack of teacher training ( ) Other.


#### **Appendix D. Interview with People from the Municipal Secretariat for Environment and Sustainable Development (SMMADS)**

Interviewee's role and experience:


16. What is the incentive given for environmental education?

#### **Appendix E. Interview with WCO-Generating Agents in the Community**

Interviewee's role and experience:


#### **Appendix F. Interview with Collector Cooperatives and Associations, NGOs and Companies (Some Questions Were Used with a VDP)**

Organization type:

Interviewee's role and experience: Contact:


#### **Appendix G. Interview with the Biodiesel Company**

Organization type: Interviewee's role and experience: Contact: The installed capacity of the company:Productioncapacityused:


