544
R. C. Soares et al.
1.3 Pedagogical Actions and the Objectives of Sustainable
Development
Pedagogical practices are developed through the interface between the theoretical
paradigm and praxis, to critically analyse pedagogical reproduction about the conservatism of actions that guide social and environmental issues (Gingrich 2019). In this
study, the pedagogical actions implemented aim at sustainability awareness, based
on the Sustainable Development Goals (SDGs) proposed by the UNESCO Plan of
Action (UNESCO 2015) for the implementation of the 2030 Agenda. The universal
adoption of the 2030 Agenda for Sustainable Development and the 17 SDGs is
a strong signal of global interest integrating economic, social and environmental
elements in the development aspirations of countries around the world. An ambitious result of this integrated perspective is a substantial improvement in the areas
addressed, safeguarding the natural and economic systems that depend on them
(Moallemi et al. 2019). Nations need globally coordinated, nationally and internationally integrated multisectoral planning and analysis to support goal setting that
prioritises sustainability-oriented interventions efficiently and effectively across all
social contexts, economic and socio-environmental models (Gao and Bryan 2017).
As highlighted by the SDGs for the construction of the 2030 Agenda, it is necessary to implement policies that encourage sustainable tourism, job creation and
promotion of local culture. It must also protect and safeguard the world’s cultural
and natural heritage. SDGs 8.9 and 11.4 focus, respectively, sustainable tourism
contributing to job creation and promoting local culture, by strengthening the means
to protect the world’s cultural and natural heritage.
Of crucial importance is also the observation on educational interventions highlighted in SDG 4, to ensure inclusive, equitable and quality education and the promotion of lifelong learning opportunities for all (UNESCO 2015). In accordance to SDG
4, Article 205 of the Brazilian Federal Constitution establishes that education is a
right of all and the duty of the State and the family, promoted and encouraged with
the collaboration of society, with a view to the full development of the person, their
preparation for the exercise of citizenship and its qualification for work (Brazil 1988).
In view of these considerations, it becomes necessary that such pedagogical
practices be developed in a conception of education that promotes the development of quality education to achieve sustainability among the social, economic and
environmental in Brazil.
1.4 The Fluminense Federal Institute—Cabo Frio Campus
The city of Cabo Frio has the FFI-CF, whose mission is the qualification of professionals in different levels and modalities of education, with emphasis on local,
regional and national socio-economic development, allowing the creation of technical
and technological solutions for sustainable assist development and social inclusion.
R. C. Soares et al.
1.3 Pedagogical Actions and the Objectives of Sustainable
Development
Pedagogical practices are developed through the interface between the theoretical
paradigm and praxis, to critically analyse pedagogical reproduction about the conservatism of actions that guide social and environmental issues (Gingrich 2019). In this
study, the pedagogical actions implemented aim at sustainability awareness, based
on the Sustainable Development Goals (SDGs) proposed by the UNESCO Plan of
Action (UNESCO 2015) for the implementation of the 2030 Agenda. The universal
adoption of the 2030 Agenda for Sustainable Development and the 17 SDGs is
a strong signal of global interest integrating economic, social and environmental
elements in the development aspirations of countries around the world. An ambitious result of this integrated perspective is a substantial improvement in the areas
addressed, safeguarding the natural and economic systems that depend on them
(Moallemi et al. 2019). Nations need globally coordinated, nationally and internationally integrated multisectoral planning and analysis to support goal setting that
prioritises sustainability-oriented interventions efficiently and effectively across all
social contexts, economic and socio-environmental models (Gao and Bryan 2017).
As highlighted by the SDGs for the construction of the 2030 Agenda, it is necessary to implement policies that encourage sustainable tourism, job creation and
promotion of local culture. It must also protect and safeguard the world’s cultural
and natural heritage. SDGs 8.9 and 11.4 focus, respectively, sustainable tourism
contributing to job creation and promoting local culture, by strengthening the means
to protect the world’s cultural and natural heritage.
Of crucial importance is also the observation on educational interventions highlighted in SDG 4, to ensure inclusive, equitable and quality education and the promotion of lifelong learning opportunities for all (UNESCO 2015). In accordance to SDG
4, Article 205 of the Brazilian Federal Constitution establishes that education is a
right of all and the duty of the State and the family, promoted and encouraged with
the collaboration of society, with a view to the full development of the person, their
preparation for the exercise of citizenship and its qualification for work (Brazil 1988).
In view of these considerations, it becomes necessary that such pedagogical
practices be developed in a conception of education that promotes the development of quality education to achieve sustainability among the social, economic and
environmental in Brazil.
1.4 The Fluminense Federal Institute—Cabo Frio Campus
The city of Cabo Frio has the FFI-CF, whose mission is the qualification of professionals in different levels and modalities of education, with emphasis on local,
regional and national socio-economic development, allowing the creation of technical
and technological solutions for sustainable assist development and social inclusion.