Climate Education in Brazil: Lessons and Perspectives From a Global South Country

The climate crisis poses an unprecedented challenge that requires systemic responses grounded in equity, resilience, and sustainability. Among these responses, education has been increasingly recognized as a strategic driver of long-term transformation. This article critically examines the integration of Climate Education into Brazil’s formal education system, identifying key gaps in national curricular policy and drawing comparative insights from international experiences. Through a qualitative content analysis of academic literature, policy documents, and curriculum frameworks, including Brazil’s National Common Curricular Base (BNCC), the study reveals that references to climate change remain superficial, fragmented, and inconsistently distributed across disciplines. By contrast, countries such as Italy, Scotland, and the U.S. state of New Jersey have adopted more comprehensive, interdisciplinary approaches to embedding climate topics across grade levels. Grounded in theoretical frameworks by Eisner and McNeil, the article evaluates the structural, cultural, and political dimensions of curriculum development, arguing for urgent reforms in teacher training, pedagogical resources, and policy alignment. The findings support the need for a context-sensitive, justice-oriented approach to Climate Education, one that promotes critical thinking, civic engagement, and behavioral change. As Brazil prepares to host COP 30, mainstreaming Climate Education is not only an ethical imperative but also a strategic pathway to empower future generations and strengthen democratic participation in climate governance.