Although the importance of Environmental Education to the planet is notorious, school institutions develop it in a naturalistic way, limited to the development of activities aimed at living in and with nature, which can lead individuals to lack of concern with the consequences of their actions. Thus, the objective of the research was to characterize the pedagogical projects of the schools in the Nova Amazônia Settlement Project, with a view to understanding whether there is a relationship between environmental education and the mitigation of environmental degradation by solid waste. The theoretical approach consisted of complexity theory. The methodology was based on the case study, the participants were administrators and teachers at public schools in Pole 1 from August 2021 to August 2022. The qualitative approach reflected the analysis of the collected data. The results proved that the pedagogical projects do not contemplate the Environmental Education in an effective way, being worked punctually and without interdisciplinary planning. In addition, considering that there is no garbage collection at Pole 1, the activities that aim to help students and their families about the damage caused by irregular
disposal, it was found that they are not the object of pedagogical activities in schools. It is alerted that Environmental Education represents an indicator of sustainability, therefore a fundamental instrument in changing human behavior.
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