ENVIRONMENTAL CHALLENGES AND SUSTAINABLE ACTIVITIES WITH RIVERINE STUDENTS

Abstract

This article aims to investigate the main environmental challenges faced by riverside students from Edgar Pinheiro Porto State School, located in the insular area of Belém (PA), and to identify how their knowledge and social practices can be integrated into the school curriculum through sustainable actions. The research is qualitative, exploratory and interpretative in nature, using pedagogical workshops as methodology, based on the principles of ethnomathematics and critical environmental education. Activities were carried out with middle and high school students, connecting mathematics teaching to their environmental experiences. Data were collected through written records, reports and visual productions created during the workshops. The results showed that students possess critical awareness of environmental issues affecting their communities, such as waste accumulation, river pollution, and resource scarcity. Furthermore, they demonstrated the ability to use mathematical concepts to propose concrete solutions, such as educational campaigns, waste reuse, and the planning of sustainable gardens. The study concludes that valuing riverside knowledge within the school environment strengthens youth protagonism, fosters meaningful learning, and contributes to building contextualized, inclusive education committed to sustainability and environmental justice.