ENVIRONMENTAL EDUCATION AND THE SDGS IN PEDAGOGICAL PRACTICE: TEACHERS’ PERCEPTIONS IN SCHOOLS IN SÃO LUÍS (MA)

Abstract

The integration between Environmental Education and the 2030 Agenda can strengthen the critical development and capacity for socio-environmental action of the school community. This study consisted of research conducted with teachers working in the Final Years of Elementary Education, with the aim of assessing teachers' perceptions of the integration of the SDGs and Environmental Education into the pedagogical practices of schools in the capital of Maranhão. A descriptive study with a quantitative approach was conducted with 18 teachers from the 8th and 9th grades of Elementary Education at two municipal schools in the capital of Maranhão, one urban and the other rural. Data were collected between April and May 2026 through a structured questionnaire with 14 questions and analyzed using descriptive statistics. The findings identified still superficial knowledge of the SDGs, limited inclusion of the 2030 Agenda in school documents, a predominantly sporadic approach to Environmental Education, and barriers related to teacher training, teaching materials, and curricular organization. The results indicated the need to strengthen continuing education, curricular transversality, and the integration of the SDGs into the Political-Pedagogical Project.