QUALITY EDUCATION, CLIMATE JUSTICE AND FORMATION OF ECOLOGICAL CITIZENSHIP: REFLECTIONS BASED ON THE AMAZONIAN REALITY

Abstract

This article discusses the interrelationship between quality education (SDG 4), climate justice, and the formation of ecological citizenship, taking the Amazonian reality as a reference. It is a theoretical-reflective study, guided by a literature review, which seeks to consolidate a critical view of contemporary debates involving education, sustainability, and the climate crisis. It starts from the concept of critical environmental education, understood as an emancipatory practice capable of enabling individuals to understand and face the challenges imposed by current environmental and social transformations. The text articulates theoretical and practical foundations that connect educational quality, sustainability, and environmental justice, highlighting the role of the school as a space for comprehensive education and student leadership. It argues that, especially in Amazonian contexts, education should promote dialogue between different types of knowledge, the development of ecological awareness, and transformative action aimed at building more just and sustainable societies.