COP30 in the Classroom: Interdisciplinary Strategies Using Active Methodologies in Primary and Secondary Education

Abstract: In the face of the growing climate emergency and the need to integrate this issue into the schoolenvironment, it is essential to reassess pedagogical practices that foster students’ civic and socio-environmentaleducation. This study adopts a qualitative approach, as it enables an in-depth understanding of educationalpractices by highlighting the experiences and social constructions that take place within the school context. Asthe methodological strategy, bibliographic research was chosen, a fundamental step in the consolidation of scientific knowledge, as it allows for the identification, selection, and critical analysis of relevant literature onthe topic. As stated by Cavalcante and Oliveira (2020), this process supports the theoretical foundation of thefield of study and substantiates the proposed intervention. The main objective is to investigate and proposeinterdisciplinary pedagogical strategies grounded in active methodologies, aiming to address socioenvironmental issues related to COP30 in Primary and Secondary Education. The intention is to promoteintegration among different areas of knowledge and foster student protagonism. This study offers a significantcontribution to adapting pedagogical practices in response to the climate crisis, providing educators with boththeoretical and practical support for a critical, interdisciplinary, and engaged approach..Keywords: climate emergency; pedagogical practices; socio-environmental issues; student protagonism.