EDUCATION FOR SUSTAINABILITY: TEACHING PRACTICES AND THE FORMATION OF ECOLOGICAL SUBJECTS IN PRIMARY SCHOOL

Abstract

This article aims to discuss the relationship between education and sustainability from a critical perspective, analyzing the challenges and possibilities for the effective integration of sustainable practices in the context of elementary school. Based on theoretical contributions such as those of Gadotti (2009), Sauvé (2005), and Loureiro (2012), the study seeks to understand how Education for Sustainability (EpS) has been incorporated into pedagogical practices and what obstacles teachers and school administrators face. The methodology adopted was a qualitative approach, based on a literature review and analysis of educational experiences. The results indicate that, although there is recognition of the importance of the theme, its approach in schools is still fragmented and poorly integrated into the curriculum. The research reveals that initiatives based on interdisciplinary and participatory methodologies have greater potential to promote meaningful learning and develop critical awareness in students. The final considerations indicate the need for continuing teacher training, curriculum reformulation, and the creation of public policies that consolidate HES as a transformative and permanent practice in schools. The article contributes to broadening the debate on the role of education in building a more just, ethical, and environmentally responsible society.