SCHOOL CURRICULUM AND EDUCATION FOR SUSTAINABLE DEVELOPMENT

Abstract

This study investigated how the school curriculum could be adapted to effectively promote sustainability, considering the challenges encountered in implementing sustainable pedagogical practices. The general objective was to analyze the challenges and possibilities of integrating the principles of sustainable development into the school curriculum, focusing on pedagogical practices and the use of innovative methodologies. The methodology adopted was qualitative in nature, with a bibliographic approach, based on the analysis of works and scientific publications related to the topic. The results indicated that adapting the curriculum to include sustainable practices is feasible but faces obstacles such as lack of continuous teacher training, resistance to change, and the structural limitations of schools. The research also emphasized the important role of active methodologies and educational technologies in promoting student engagement with environmental issues. Sustainable pedagogical practices, when well implemented, have the potential to improve academic performance and develop critical thinking in students. In the final considerations, the study pointed out that, although it addressed the theoretical and conceptual aspects, further research is needed on the practical implementation of these practices in everyday school life, especially in different regional contexts. Furthermore, the need for investigations into the use of assistive technologies in inclusive environmental education was highlighted.