2025-04-162025-04-162024-07-02ALVES, Helenilza Nascimento. Projeto Ecopolítico Pedagógico : ponderações plausíveis à sua construção. Orientador: Nádia Magalhães da Silva Freitas. 2024. 27 f. Dissertação (Mestrado Profissional em Docência em Educação em Ciências e Matemáticas) - Programa de Pós-Graduação em Docência em Educação em Ciências e Matemáticas, Instituto de Educação Matemática e Científica, Universidade Federal do Pará, Belém, 2024. Disponível em: https://repositorio.ufpa.br/jspui/handle/2011/17247. Acesso em:.https://repositorio.ufpa.br/jspui/handle/2011/17247The present work discusses the constitution of an education project that contemplates the socio-environmental and political dimensions in the school teaching process with the objective of building a theoretical framework with textual elements that indicate the importance of thinking about socio-environmental issues, precisely in the Pedagogical Project of the School, in order to constitute its ecopolitical dimension. As a methodological procedure, we carried out a narrative research, capable of extracting from the relevant literature, plausible considerations to contemporary socio-environmental issues, analyzing the formal curriculum represented by the National Common Curricular Base, articulating the teaching of science mediated by the Sustainable Development Goals so that we can motivate the consideration of the ecopolitical dimension for the School's Pedagogical Project. As a result, we obtained a notebook with theoretical notes about the character of political formation of science teaching, having the Sustainable Development Goals as a problematizing principle of reality, with methodological suggestions illustrated by pedagogical trails accompanied by sequences of activities that articulate the school curriculum with the real problems of the students' lives, making them active in the process of meaningful learning. We conclude that the school's Pedagogical Project needs to consider the ecopolitical formation of the subject in order to break with the environmental illiteracy established by the lack of pedagogical intentionality for the formation of the autonomous, critical, ethical and solidary subject who can act in the world guided by scientific knowledge in order to position himself qualitatively in the face of social and environmental injustices. The research generated the Educational Product entitled “Science teaching mediated by sustainable development goals: towards ecopolitical training”.Acesso AbertoAttribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/Formação de professoresCiências-Estudo e ensinoCidadaniaDissertaçãoCNPQ::CIENCIAS HUMANAS::EDUCACAOCNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICAFORMAÇÃO DE PROFESSORES PARA O ENSINO DE CIÊNCIAS E MATEMÁTICASENSINO E APRENDIZAGEM DE CIÊNCIAS E MATEMÁTICAS PARA A EDUCAÇÃO CIDADÃENSINO, APRENDIZAGEM E FORMAÇÃO DE PROFESSORES DE CIÊNCIAS E MATEMÁTICAS