Ensino de Ciências Ambientais: relação entre equidade e sustentabilidade

Abstract

This study proposes the development of pedagogical guidelines aimed at addressing manifestations of Environmental Racism within the school environment, from the perspective of Education for Sustainability. The research adopted a qualitative approach, involving as interlocutors teachers and the multidisciplinary pedagogical team of the Federal Institute of Amazonas (IFAM) – Coari campus. Environmental racism is understood as a form of structured socio-environmental inequality that transcends ethno-racial markers, disproportionately impacting vulnerable social groups. The central research question is: How can Education for Sustainability contribute to confronting socio-environmental inequalities and manifestations of environmental racism in school settings? The general objective is to strengthen the resilience and preparedness of the school community in the face of socioenvironmental injustices, contributing to the construction of a future grounded in the principles of equity, sustainability, and environmental awareness. The specific objectives include: (1) characterizing existing practices to combat socio-environmental injustices and problematizing the manifestations of environmental racism that affect the school community; (2) promoting an educational approach to Education for Sustainability, identifying the Sustainable Development Goals (SDGs) related to the theme of environmental racism; and (3) developing a technical-technological product that integrates equity and socio-environmental diversity into the institution's pedagogical practices. The resulting Technical and Technological Product (TTP) consists of a set of pedagogical guidelines aligned with the SDGs, focused on the construction of transformative educational practices that strengthen the socioenvironmental resilience of the school community and contribute significantly to the teaching of Environmental Sciences, both within the federal, state, and municipal education systems and basic education as a whole. This work is expected to contribute to the formation of educators committed to environmental justice and the appreciation of Amazonian diversity