Integrando a temática crédito de carbono ao Ensino Médio

Abstract

The Amazon faces historic challenges stemming from a development model based on the predatory exploitation of natural resources and the expansion of unsustainable activities, which intensifies inequalities and puts pressure on ecosystems. At the same time, it offers immense potential for the creation of sustainable projects, such as reforestation, community-based forest management, sustainable agriculture, renewable energy, and carbon credit initiatives, capable of combining conservation and development. In the Amazonian context, the implementation of carbon credit projects is being presented as an important contribution to forest conservation and income generation for local communities. On the other hand, some studies highlight another direction the topic can take. Therefore, understanding this mechanism is crucial for society and the diverse professionals involved in the process to position themselves at this early stage of the implementation of the economic instrument in the country. Despite its importance, the topic remains largely ignored by the population. In this context, education can contribute to mobilizing and empowering people, fostering a sense of mutual responsibility for the establishment and future of the legal measure. Therefore, the objective of this study was to develop, based on environmental accounting, a teaching sequence that enables students of the Technical Course in Administration to critically understand the economic instrument of carbon credits and its applications in the Amazon context. The research was qualitative and descriptive, using bibliographic and documentary research, interviews with active educators, and pedagogical workshops with third-year students of the Technical Course in Administration at IFAM, Coari campus. The workshops sought to integrate different areas of knowledge with the Amazonian context, stimulating debate and reflection through collaborative practices. The results showed that students associate carbon credits with an economic instrument that contributes to environmental conservation, recognizing their interconnections with the Sustainable Development Goals and the Amazonian reality. The pedagogical strategies implemented fostered interdisciplinarity, critical thinking, and the collective construction of knowledge. We conclude that integrating this topic into the Mid-Level Technical Course in Administration constitutes an interdisciplinary strategy for civic and professional development, by linking curricular components to contemporary environmental demands. As a result of this research, we developed an educational product in the form of a Teaching Guide, which was evaluated throughout the research.