SUSTAINABLE EDUCATION AT THE COURT OF JUSTICE OF PERNAMBUCO: INSTITUTIONAL STRATEGIES FOR THE DEVELOPMENT OF AN ENVIRONMENTAL CULTURE IN THE JUDICIARY

Abstract

This research examines the integration of sustainable education into the practices of the Court of Justice of Pernambuco (TJPE), based on the theoretical framework of Barreto and Vilaça (2018) on Environmental Education and Sustainable Development, which emphasize the need for critical and participatory approaches. The literature review included authors such as Bellen (2007) on the institutional application of sustainability, Sato (2002) on the interdisciplinary nature of environmental education, and Leff (2010) on the ecological crisis as a sociocultural construct. The methodology was based on document analysis and specialized literature, using sources such as the National Environmental Education Policy (Law No. 9,795/99) and the UN 2030 Agenda, particularly SDG 4 on quality education. The results demonstrated actions aligned with the principles of Education for Sustainable Development, highlighting: (1) training programs based on the studies of Almeida and Ribeiro (2023); (2) energy efficiency initiatives that corroborate the propositions of Barbieri and Silva (2011); and (3) community projects reflecting the guidelines of Scarlet and Fensterseifer (2019). The discussion highlights the transition from traditional environmental education to an institutional sustainability model, as advocated by Wolff et al. (2017). It is concluded that the analyzed experience validates the initial hypothesis, demonstrating that the systemic integration of sustainable education enhances both environmental awareness and public policy formulation, corroborating UNESCO's (2017) perspectives. The expansion of partnerships with educational institutions and the systematization of socio-environmental impact indicators are recommended.