4.2.2. Students

The students' views regarding environmental education were associated with preservation of the environment. All the students had had some experience with environmental education. Chart 1 presents the motivational factors regarding student participation in WCO collection programs. Thirty-six percent of the students justified their lack of interest in WCO collection activities by saying that they had not received the prizes that had been promised to them. They also said that some teachers do not release them from class to participate in these types of activities.

**Chart 1.** Motivational factors for student participation in WCO collection programs. Source: Created by the authors based on field research.

Chart 2 presents the destinations of WCO in the students' households. The most common destinations were soap production and separation for selective door-to-door collection.

**Chart 2.** Destinations of WCO in students' households. Source: Created by the authors based on field research.

#### 4.2.3. The Community

The questionnaires given to community members revealed that 23% of the participants had not finished elementary school, 34% had completed elementary school, 40% had finished high school, and another 3% had a university degree. On average, four people lived in the households of those interviewed. The monthly household income was between one and two monthly minimum wages in two-thirds of the families. Only three families received social welfare from the Bolsa Família program. Half of the participants were not aware of the meaning of environmental education. It is worth noting that in Brazil the designations of the social classes are based on the number of minimum wages (MW). In 2018, the MW was 952 Brazilian reais, and, five classes are defined: A (more than 20 MW); B (from 10 to 20 MW); C (from 4 to 10 MW); D (from 2 to 4 MW); and E (up to 2 MW).

The present study found that the mean consumption of vegetable oil was 1.4 L/month/per capita. This is below the national average of 1.6 L in 2015 [2]. All the participants reused the oil at least once before disposing of it. Regarding the destinations of the WCO, as seen in Chart 3, the main options were a donation, soap production, and pouring it down the drain. Those who poured the oil down the drain were aware of the potential for environmental damage.

**Chart 3.** Destinations of WCO in the community. Source: Created by the authors based on field research.

Regarding donations, Chart 4 illustrates the competition between collection companies/ cooperatives and the soap industry to obtain residential WCO. Regarding the utility of WCO, only one-third of those interviewed knew the purposes of WCO as a raw material. Only two participants mentioned soap production in schools and churches. None of the participants knew that WCO could be used in biodiesel production.

**Chart 4.** Destinations of community WCO donations. Source: Created by the authors based on field research.

Chart 5 shows that, among the main barriers mentioned by the community to delivering WCO to VDPs, those most cited were lack of time, distance, or being unaware of VDPs in the municipality. In general, schools represent strategic locations and can act as VDPs and facilitate access by the population.

**Chart 5.** Difficulties cited by the community in delivering Waste Cooking Oil to Voluntary Delivery Points. Source: Created by the authors based on field research.

#### *4.3. Action Plan for Inserting the CMWL in the WCO Reverse Supply Chain in the RMPF*

Before creating an action plan for the WCO collection, it is important to involve all of the concerned actors in drafting and monitoring the school's political-pedagogical project. This is an opportunity for management, coordinators, teachers, and the community to define the profile of children's education, organizing actions to reach the proposed objectives. In this context, environmental education takes on a strategic role.

Furthermore, for the CMWL to operate as an agen<sup>t</sup> of WCO reverse supply chain in the RMPF, the collaboration of other agents is essential, such as: public institutions (local governments, municipal secretariats, SAAE), commercial generators, recycling companies, associations and cooperatives, and the industries that produce biodiesel using this raw material.

Considering that a WCO reverse supply chain already exists in the RMPF, even with some bottlenecks and limitations, the action plan outlined in Table 4 describes only the internal aspects of the WCO collection operation in the school. The action plan was based on the 5W2H method, which consists of an action plan for preestablished activities that need to be as well-defined as possible. The 5W represents what (what will be done?); who (who will do it?); where (where will it be done?); when (when will it be done?); why (why will it be done?). The 2H is: how (how will it be done?); and how much (what will it cost?) [59].


**Table 4.** An Action plan for inserting the Washington Luiz Municipal School in the WCO reverse supply chain. Source: Created by the authors.
