GREEN CURRICULUM: THE INSERTION OF SUSTAINABILITY IN SCHOOL EDUCATION

Abstract

The proposal for a green curriculum is an educational response to contemporary challenges related to sustainability, including climate change and environmental degradation. The choice of this theme is justified by the need to form students aware of their social and ecological responsibility. The main objective of the study is to analyze how a curriculum that integrates sustainability can transform the educational experience and the relationship of students with the environment. The methodology adopted includes a bibliographic approach, which reviews educational theories related to the green curriculum, and a quantitative approach, which investigates through questionnaires the perception of students and educators about sustainable practices in schools. The main results indicate that the implementation of a green curriculum, through active methodologies, contributes significantly to the development of a critical awareness and understanding of the interconnection between different disciplines, such as biology and social sciences. The conclusions reveal that this integration favors holistic learning and transforms the school into an active space for social change, where sustainability practices are not limited to the theoretical, but are experienced in practice, through partnerships with the community and socio-environmental organizations. In this way, the adoption of the green curriculum not only prepares students to face future challenges but also empowers them to become critical and engaged citizens, promoting a sustainable future. The proposed approach represents an essential advance in education according to current demands.