In be.Living, nature is not only a setting for learning, but an essential element in the construction of knowledge and children’s well-being. Our school’s pedagogical project values direct contact with the environment, recognizing that this relationship strengthens not only curiosity and a sense of belonging, but also environmental responsibility from childhood. The school space is designed so that nature is present in the children’s daily lives, whether in the agroecological garden, in the gardens, in the trees that provide shade and thermal comfort, or in the open spaces for play and exploration. In addition, sustainability is a principle that guides institutional and pedagogical practices, integrating concrete actions into the curriculum and creating a culture of respect and care for the planet.
In recent years, be.Living has further deepened its discussions on the climate emergency and the need to form conscious and active citizens. In 2025, this commitment takes on a new dimension with the COP being held in Brazil. The COP – acronym for Conference of the Parties, is an annual event that brings together the signatory countries of the United Nations Framework Convention on Climate Change and is the main global forum to discuss and implement climate actions.
“At the beginning of the year, we held a meeting with the female and male teachers to discuss the COP, understand its impact, and bring specific issues of this global event to our context,” explains Lívia Ribeiro, creator and director of Reconectta, and sustainability consultant at our school. be.Living is part of the Schools for the Climate movement and holds the level 5 seal – the highest certification, reinforcing its commitment to the climate agenda. Now, with the COP taking place in the country, the projects are beginning to be designed in even more depth, driving actions and reflections on the environmental crisis and the need to adapt and mitigate climate impacts.
In addition to preparing children for a changing world, be.Living also seeks to transform the school space itself into a more sustainable and resilient environment. The so-called “climate adaptation spaces” are fundamental in this process. “These spaces are mechanisms for dealing with the consequences of the climate emergency,” explains Lívia. “Having trees in the school, for example, creates areas that are more protected from extreme heat.” Small urban forests help with rainwater drainage, reducing flood risks. At be.Living, the presence of nature not only promotes quality of life and learning for children, but also actively contributes to the sustainability of the planet, demonstrating how small local actions can have a significant impact on environmental balance.
The school also continuously develops and improves sustainable practices that encourage the mitigation of environmental impacts. Projects such as composting, selective collection, the cistern for rainwater harvesting, and Meatless Monday are incorporated into the school routine, ensuring that children learn in a practical way about conscious consumption and the preservation of natural resources. “The be.Living has always set out to develop practices to mitigate and adapt to climate change. And the female and male students are always very involved in these projects,” says Lívia. These initiatives not only reduce the school’s ecological footprint but also teach children about the importance of collective responsibility and engagement in the search for sustainable solutions.
For climate education to be effective, it is essential that the entire school community is engaged in this process. Educators and administrative staff undergo constant training, ensuring that the topic of sustainability is a transversal axis in all areas of knowledge and in daily practices. Families are also invited to participate, whether in events organized by the school, in projects developed with the children, or in awareness campaigns. “Families end up being involved naturally, in events, actions, and in the children’s daily lives,” highlights Lívia. This participation strengthens the collective commitment and amplifies the impact of sustainable initiatives, creating a learning network that goes beyond the walls of the school.
The sustainability projects of be.Living continue to expand. In 2024, the Early Childhood Education garden grew, with more beds and crates, while in Elementary School a seedling nursery was created. The reforestation project with native trees of the Atlantic Forest, carried out in partnership with a specialized NGO, will be maintained this year, encouraging children to act directly in environmental recovery. In addition to these already consolidated initiatives, new actions are in the planning phase.
More than teaching about sustainability, these practices transform children’s learning, making it more meaningful and connected to the real world. It is also important to reiterate that frequent contact with nature brings benefits to physical, emotional, and social well-being, stimulating creativity, autonomy, and a sense of belonging. “These experiences put children in an active position, where they not only learn about environmental challenges, but also propose solutions,” explains Lívia. “It prepares them for a future that will be challenging, ensuring they have the skills, values, and emotional intelligence necessary to navigate this landscape.”
In be.Living, climate education is not an isolated subject, but a principle that permeates all dimensions of daily school life. By providing real experiences of connection with nature and involving children, educational staff, and families in this journey, the school not only teaches about sustainability but practices it, transforming education into a concrete act of hope and action for the future.
