EDUCATION AND THE GOALS OF THE 2030 AGENDA: THE SCHOOL AS AN AGENT OF TRANSFORMATION IN THE FACE OF SUSTAINABILITY, POVERTY, AND INEQUALITY

Abstract

This article aims to analyze the role of the school in the implementation of the Sustainable Development Goals (SDGs) proposed by the 2030 Agenda of the United Nations, with an emphasis on issues related to sustainability, poverty eradication, and the reduction of social inequalities. The school is understood here as a privileged space for human, ethical, and social development, capable of significantly contributing to the transformation of local and global realities through critical and inclusive pedagogical practices. The methodology used was based on a qualitative approach, through bibliographic research grounded in renowned educational theorists and official documents. The analysis revealed that, by adopting a stance aligned with the principles of the 2030 Agenda, the school expands its social role by incorporating urgent topics such as social justice, environmental preservation, and global citizenship. To achieve this, it is necessary to rethink curricula, methodologies, and educational policies, prioritizing the continued training of education professionals, the appreciation of diversity, and democratic management. It was also found that school action must be integrated with the community and other public policies, promoting active student participation and strengthening youth protagonism. The school is called to move away from a content-focused and exclusionary logic to adopt a transformative approach committed to social reality. The research results indicate that, although there are numerous challenges—such as unequal access, poor infrastructure, and devaluation of teachers—there are also promising and powerful paths for the school to effectively contribute to building a fairer, more equitable, and sustainable future. Education, therefore, proves to be a decisive instrument for achieving the SDGs and building more humane, supportive, and conscious societies.