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A sustainable development model, as outlined in the “2030 Agenda for Sustainable Development” and the 17 Sustainable Development Goals (SDGs) of the United Nations, is urgent, necessary, and requires multiple approaches due to its complex and interdisciplinary nature. From the Geographical perspective, as a school subject offered in Basic Education, sustainability can be addressed within different curricular contents, considering teaching, research, and extension activities. This article presents possibilities for addressing themes related to SDG 12: Sustainable Production and Consumption, within the context of 5th-grade classes, from an investigative perspective committed to sustainability. The research-action methodology was employed, characterized by being participatory, dynamic, flexible, and interactive with playful didactic sequences that, based on real-world problems, facilitate active learning and promote meaningful, contextualized teaching aligned with contemporary needs for civic education. This article aims to contribute to discussions about methodological activities designed to reflect on the importance of promoting an integrated education for sustainability, in a practical and meaningful way, within the curriculum and the functioning of institutions such as the Application Schools of universities in Brazil.

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SDG 12 in Focus: Geographic Approaches to Sustainable Consumption and Production at the Application School of the Federal University of Uberlândia

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  • 发表日期：

    2026年

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  • Elisângela de Azevedo Silva Rodrigues,
  • Lidiane Aparecida Alves,
  • Suely Aparecida Gomes

摘要

A sustainable development model, as outlined in the “2030 Agenda for Sustainable Development” and the 17 Sustainable Development Goals (SDGs) of the United Nations, is urgent, necessary, and requires multiple approaches due to its complex and interdisciplinary nature. From the Geographical perspective, as a school subject offered in Basic Education, sustainability can be addressed within different curricular contents, considering teaching, research, and extension activities. This article presents possibilities for addressing themes related to SDG 12: Sustainable Production and Consumption, within the context of 5th-grade classes, from an investigative perspective committed to sustainability. The research-action methodology was employed, characterized by being participatory, dynamic, flexible, and interactive with playful didactic sequences that, based on real-world problems, facilitate active learning and promote meaningful, contextualized teaching aligned with contemporary needs for civic education. This article aims to contribute to discussions about methodological activities designed to reflect on the importance of promoting an integrated education for sustainability, in a practical and meaningful way, within the curriculum and the functioning of institutions such as the Application Schools of universities in Brazil.