Socio-environmental agenda at school: an experience report of the Student Commission for Responsibility in Socio-Environmental Education (CERES) at the Albertina da Costa Soares Reference High School

Abstract

The Student Commission for Responsibility in Socio-Environmental Education (CERES) is a voluntary group formed by students from the Albertina da Costa Soares Reference High School (EREMACS), founded in May 2024, with the aim of promoting actions focused on socio-environmental education and the strengthening of planetary citizenship. Its creation was motivated by the need to integrate the school into contemporary discussions on sustainability through the development of a biennial calendar featuring thematic programs and pedagogical interventions aligned with the 17 Sustainable Development Goals (SDGs). The justification for the proposal lies in the importance of positioning students as protagonists of educational actions that articulate scientific knowledge, critical thinking, and social responsibility. The methodology adopted was participatory and collaborative, involving planning meetings with teachers, institutional partnerships, thematic workshops, discussion circles, lectures, and the production of reflective reports. The actions developed included the 2025/2026 Biennial Calendar, with strategic dates aimed at environmental awareness; a lecture on climate change; the photographic contest “Young Perspectives on the Environment”; and the organization of the School Environment Week, featuring workshops, exhibitions, and debates. The results indicate the strengthening of youth protagonism, the development of socio-environmental skills, and the expansion of dialogue between the school and the community. It is concluded that the activities carried out by CERES contribute significantly to the civic and critical education of students, transforming the school into an active space for collective construction and socio-environmental engagement.