Environmental education in the high school curriculum framework of rio grande do norte: an analysis of transversality and socio-environmental education

Abstract

This study analyzed how Environmental Education is incorporated into the Rio Grande do Norte High School Curriculum Framework, aiming to understand the extent to which its approach goes beyond the condition of a cross-cutting theme and contributes to students' socio-environmental education. A qualitative and descriptive approach was adopted through documentary and bibliographic research. The primary source of analysis was the Rio Grande do Norte High School Curriculum Framework, the official document guiding the curricular organization of the state education system, complemented by legislation, official documents, and academic studies on Environmental Education, curriculum, transversality, and socio-environmental education. Data were interpreted using content analysis, which enabled the identification of categories related to Environmental Education as a cross-cutting theme, sustainability, environmental citizenship, and students' critical education. The findings indicate that the curriculum recognizes Environmental Education as a relevant formative dimension, articulated with the Contemporary Cross-Cutting Themes and with contemporary social, environmental, and territorial demands. Furthermore, the document presents the potential to promote critical socio-environmental education, although its effective implementation depends on the concrete conditions of schools, teacher professional development, and interdisciplinary planning. It is concluded that Environmental Education constitutes an important axis for citizenship education within the analyzed curriculum and can transcend its cross-cutting character when supported by contextualized, critical, and socially transformative pedagogical practices.