Environmental Education corresponds to an axis that structures an educational process quality in line with the 2030 Agenda. Thus, as a racist society is not tolerated, today, there is no room for actions and attitudes that do not dialogue with the preservation of the natural environment, or with a development that is not based on sustainability. In this perspective, formal education, in this case, education that takes place in schools, plays an important role in changing the population’s awareness, enabling the understanding that individual actions can reverberate generating impacts at scale macro, that is, global. In view of this, the preparation of this document that presents possibilities for the development of Environmental Education in educational units, based on the proposition of methodologies, theories, and concepts, as well as examples of good practices, was made relevant.
The Pedagogical Guidelines for Environmental Education were written collectively with the 13 Regional Boards of Education of the City of São Paulo. In a dialogic process, the territories had their particularities recognized and referenced in the aforementioned document. With this close link with the territories, the Pedagogical Guidelines also bring examples of local actions, in a process of valuing what is built by the teacher and his students and showing how possible are the actions that break with what is established. Distance Learning Course – Urban Mobility in the 21st Century: Accessibility, Sustainability and Technology.