2026-03-192026-03-192025https://repositorio.ifal.edu.br/handle/123456789/1432Freshwater is an essential resource for life, yet its availability is limited and unevenly distributed, which highlights the urgency of conservation and rational use strategies. In this context, this study aimed to analyze how environmental education, considering its cultural dimension, can promote water reuse and support the sustainable use of water resources in school and community contexts. A qualitative approach was adopted, based on bibliographic and documentary review from academic and institutional databases such as SciELO, Google Scholar anda CAPES Journals, as well as the analysis of case studies and mapping of pedagogical materials. The findings indicated that the integration of critical environmental education into the school curriculum, supported by comprehensive teacher training and enhanced thorough the valorization of local knowledge, promotes increased awareness, the development of values, and the adoption of sustainable practices. The analyzed experiences demonstrated the technical and pedagogical feasibility of initiatives such as the reuse of graywater, rainwater harvesting, and the reuse of air-conditioning condensate, which contributed to reducing potable water consumption, saving resources, and promoting student protagonism. However, technical, cultural, institutional, economic, and regulatory barriers were also identified, hindering the expansion of these practices and highligthing the need for integrated public policies. It is concluded that the articulation between science, appropriate technologies, and cultural knowledge enables the transformation of information into habits and habits into a culture of sustainability, making schools and communities protagonists of a fair, resilient, and citizen-centered water transition.ptEducação ambientalCulturaSustentabilidade hídricaEstratégias pedagógicasParticipação comunitáriaTrabalho de Conclusão de CursoCIENCIAS HUMANAS::EDUCACAO