Integrating the 2030 Agenda and the Sustainable Development Goals - SDGs into the Social Projects Course/IFCE"
DOI:
https://doi.org/10.51473/rcmos.v1i1.2024.592Keywords:
2030 Agenda. SDGs. Social Projects. IFCE. Active citizenship.Abstract
The introduction of the article highlights the importance of integrating the Sustainable Devel
opment Goals (SDGs) into education to prepare society for the challenges of the 21st century.
Education is seen as a powerful tool for social and economic transformation, enabling individ
uals to understand global and local issues and develop critical and innovative skills. The incor
poration of the SDGs into educational curricula aims to prepare students to be agents of change,
promoting competencies such as critical thinking, collaboration, creativity, and social respon
sibility. The interconnected nature of the SDGs requires an interdisciplinary approach, encour
aging collaboration between different areas of knowledge to find integrated solutions. The So
cial Projects discipline, for example, can benefit from this integration by applying sustainability
concepts in practical projects. Furthermore, the integration of the SDGs in education has the
potential to generate positive impacts in local communities, improving quality of life and
strengthening the link between academia and society. In conclusion, the 2030 Agenda and the
SDGs offer a comprehensive framework for sustainable development, and their integration into
education is essential to prepare future generations to face global challenges, inspiring leader
ship and innovation.
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References
AGENDA 2030. Acompanhando o desenvolvimento sustentável até 2030. 2018. Disponível
em < http://www.agenda2030.org.br/acompanhe> Acesso em: 01.mar.2024.
VYGOTSKY, L. S. Construção do pensamento e linguagem: as raízes genéticas do pensamento e da linguagem. São Paulo: Martins Fontes, 2000.
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Fontes, 2003.
_______________. Pensamento e linguagem: um estudo experimental da formação de conceitos. 3ª ed. São Paulo: Martins Fontes 2005.
Kolb, D. Experiential learning. Englewood Cliffs, New Jersey: Prentice Hall. 1984.
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