Abstract

This article explores the intersection between critical pedagogies and social justice in the context of environmental education, with a focus on transforming educational projects to promote meaningful social change. Through theoretical analysis and qualitative methodology, it highlights how critical pedagogies offer a valuable framework for addressing social and environmental inequalities. This approach fosters students' awareness of their role as agents of change in environmental protection and in creating more equitable and resilient communities. The results show that the application of these principles facilitates the development of critical thinking and empowerment competencies in students, promoting active participation in environmental management.