Document Type

Theses, Ph.D

Disciplines

Economics, Business and Management.

Abstract

Purpose: This doctoral thesis examines the impact of Education for Economic Sustainable Development (ESD) in the municipality of Turmalina-MG, Brazil, with a focus on how primary education contributes to sustainable economic growth, environmental sustainability, and social equity. The research is guided by the central question: What is the impact of Education for Economic Sustainable Development (ESD)? The study also evaluates the extent to which local educational initiatives align with specific Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 8 (Decent Work and Economic Growth).

Methodology: Data were collected from one dominant primary school in Turmalina-MG through semi-structured interviews with primary teachers and the school principal, complemented by interviews with local government officials (the Mayor and the Secretary of Education). The thesis is designed as an interpretivist qualitative study and is analysed through systematic thematic coding and interpretation using NVivo. Publicly available financial records and socio-economic indicators (municipal education expenditure patterns and selected national indices) are incorporated to contextualise the case and to situate local educational practice within broader structural conditions; these indicators are used descriptively and are not treated as a separate quantitative research strand.

Findings: The study highlights significant challenges in achieving SDG-related goals in Turmalina-MG, particularly due to limited resources, policy incoherence, and economic disparities. The research demonstrates that while there is potential for ESD to foster sustainable development, the absence of a comprehensive sustainability-focused education within the curriculum hinders its effective implementation. Furthermore, economic constraints prevent the realisation of SDG 4 and SDG 8, particularly in terms of equitable access to quality education and the promotion of decent work and economic growth. These challenges impact the region’s ability to achieve sustainable economic progress and improve employment opportunities.

Originality: This research provides a contribution by integrating Doughnut Economics, Critical Theory, and ESD within a coherent analytical framework. This approach offers an in-depth analysis of how education can serve as a transformative tool for sustainable development in less developed regions like Turmalina-MG. By questioning traditional economic growth models and assessing their compatibility with sustainability agendas, this study enriches the discourse on how ESD can challenge socio-economic disparities and environmental degradation in marginalised communities.

Policy Implications: The findings suggest the need for targeted policy interventions that prioritise increased funding for sustainability education and the integration of SDGs within local educational curricula. The study suggests policies that foster equitable access to education and address socio-economic disparities, aiming to create a more inclusive and sustainable economic framework in Turmalina-MG and similar underserved regions.

DOI

https://doi.org/10.21427/ZA14-XX34

Creative Commons License

Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

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