CLIMATE EMERGENCY AND EDUCATION – IMPACTS ON THE ENVIRONMENT AND THE TRANSFORMATION OF THE SCHOOL CURRICULUM BY LAW 14.926 OF 2024

Abstract

The climate emergency, aggravated by the global risks of environmental degradation, demands significant changes in the school curriculum, as provided for in Law 14.926/2024. This article analyzes the impacts of the climate crisis on the environment and the insertion of educational approaches focused on sustainability and planetary citizenship in the Brazilian context. Based on the theoretical centrality of Ulrich Beck's “Risk Society” (2011) among other authors, it discusses how modernity intensifies global dangers and demands new management and awareness models. Thus, the research explores how the educational system can act as an agent of mitigation and adaptation to climate change. Law 14.926/2024, which introduces mandatory guidelines for climate education in basic education, is analyzed as a regulatory framework for the inclusion of interdisciplinary content and critical pedagogical practices that promote the understanding of climate phenomena and their social, economic, and cultural implications. This study considers that the implementation of climate education must transcend the mere transmission of scientific information, incorporating ethical, political, and community reflections. That said, the research is qualitative (Minayo, 2016), descriptive, bibliographical (Gil, 1999) and comprehensive (Weber). The analysis shows how the integration of climate issues into the school curriculum reflects the challenges of education in the 21st century to face the environmental crisis, highlighting the transformative role of schools in promoting socio-environmental justice and strengthening ecological citizenship.