718
I. C. Ribeiro et al.
In September 2015, the UN General Assembly adopted Agenda 2030 for Sustainable Development (PNUD 2015). At that event, 17 Sustainable Development
Goals were proposed, with universal, transformative and inclusive characteristics,
describing the main development challenges for humanity.
The purpose of the SDG is to ensure a sustainable, peaceful, prosperous and equitable life for all, both now and in the future. They establish environmental boundaries and define critical constraints on the use of natural resources. These objectives
address a range of social needs, including education, health, social protection and
employment opportunities, while combating climate change and promoting environmental protection (UNESCO 2017). The government, the private sector, civil society
and the population must achieve these goals jointly. Given the current situation of
environmental issues, it is expected that governments will take responsibility and
establish national frameworks, policies and measures that will enable and guarantee
the implementation of Agenda 2030.
Education for Sustainable Development (ESD) seeks to develop skills that enable
people to think about the development goals by focusing on social, cultural, economic and environmental impacts using individual and collective perspectives. Thus,
Educations for Sustainable Development is important because it allows people the
capacity to analyze and take decisions in complex situations, such as socio-political
processes, towards sustainable society where individuals have the chance to become
holders with the power to change (UNESCO 2017). Putting the ESD concept into
practice is a key strategy for expanding the development of competencies that make
it possible to sustainable practices as a form of empowerment of young people and
marginalized groups.
One of the goals of the SDG to be achieved by 2030 Agenda is to ensure that all
students acquire the knowledge and skills necessary to promote sustainable development, including education for sustainable development and new lifestyles, human
rights, gender, promotion of a culture of peace and non-violence, global citizenship
and enhancement of cultural diversity for sustainable development.
In this context, it is possible to use the composting technique as a promising way to
value the organic leftovers that would be discarded. The use of the educational means
to disseminate this biotechnology contributes to the achievement of the objectives of
the UN 2030 agenda, promoting the search for balance in the relationship between
man and nature, thus contributing to the development of a sustainable society.
3 SDG 4, “Quality Education” and SDG 11, “Sustainable
Cities and Communities”
The fourth SDG will contribute to the perspective that by 2030 the number of young
people and adults have relevant skills, including technical and professional skills for
employment, decent work and entrepreneurship, ensuring education as a fundamental
human right and a basis for the achievement of other rights (UNESCO 2017).
I. C. Ribeiro et al.
In September 2015, the UN General Assembly adopted Agenda 2030 for Sustainable Development (PNUD 2015). At that event, 17 Sustainable Development
Goals were proposed, with universal, transformative and inclusive characteristics,
describing the main development challenges for humanity.
The purpose of the SDG is to ensure a sustainable, peaceful, prosperous and equitable life for all, both now and in the future. They establish environmental boundaries and define critical constraints on the use of natural resources. These objectives
address a range of social needs, including education, health, social protection and
employment opportunities, while combating climate change and promoting environmental protection (UNESCO 2017). The government, the private sector, civil society
and the population must achieve these goals jointly. Given the current situation of
environmental issues, it is expected that governments will take responsibility and
establish national frameworks, policies and measures that will enable and guarantee
the implementation of Agenda 2030.
Education for Sustainable Development (ESD) seeks to develop skills that enable
people to think about the development goals by focusing on social, cultural, economic and environmental impacts using individual and collective perspectives. Thus,
Educations for Sustainable Development is important because it allows people the
capacity to analyze and take decisions in complex situations, such as socio-political
processes, towards sustainable society where individuals have the chance to become
holders with the power to change (UNESCO 2017). Putting the ESD concept into
practice is a key strategy for expanding the development of competencies that make
it possible to sustainable practices as a form of empowerment of young people and
marginalized groups.
One of the goals of the SDG to be achieved by 2030 Agenda is to ensure that all
students acquire the knowledge and skills necessary to promote sustainable development, including education for sustainable development and new lifestyles, human
rights, gender, promotion of a culture of peace and non-violence, global citizenship
and enhancement of cultural diversity for sustainable development.
In this context, it is possible to use the composting technique as a promising way to
value the organic leftovers that would be discarded. The use of the educational means
to disseminate this biotechnology contributes to the achievement of the objectives of
the UN 2030 agenda, promoting the search for balance in the relationship between
man and nature, thus contributing to the development of a sustainable society.
3 SDG 4, “Quality Education” and SDG 11, “Sustainable
Cities and Communities”
The fourth SDG will contribute to the perspective that by 2030 the number of young
people and adults have relevant skills, including technical and professional skills for
employment, decent work and entrepreneurship, ensuring education as a fundamental
human right and a basis for the achievement of other rights (UNESCO 2017).