The submission presented by Brazil responds to the call for Parties and non-Party actors to present information on progress, challenges, and improvements related to the implementation of the Climate Empowerment Action (CEA), including the accessibility and availability of financial and technical support, for inclusion in the annual summary reports on the Glasgow Work Programme and its Action Plan. The document addresses the six elements of CEA—education, training, public awareness, public participation, public access to information, and international cooperation—and acknowledges that, despite the progress achieved, legal, institutional, and financial improvements are still needed to strengthen its implementation.

In the field of education , the submission structures Brazilian initiatives into seven sub-themes. In formal education , it highlights the establishment of the National Education System (SNE) and the National Education Plan (PNE) 2026-2036, which includes among its objectives the promotion of environmental education and action on climate change in all educational institutions, in addition to the inclusion of climate change, biodiversity protection, and risks and vulnerabilities associated with socio-environmental disasters in the National Environmental Education Policy. Within the scope of the Climate Plan 2024-2035 , the Cross-Cutting Strategy for Education, Training, Research, Development and Innovation (ET-ECAPI) encompasses formal and non-formal education, recognition of the knowledge of indigenous peoples and local communities, professional and technological training, research and innovation, and awareness-raising and combating misinformation. PROFCIAMB , in turn, offers continuing education at the professional master's level for teachers and other professionals involved in formal and non-formal educational contexts, focusing on strengthening environmental education.

In media and climate literacy , Brazil reports that mandatory teacher training and the inclusion of digital and media education in school curricula have been approved by the end of 2026; among the implemented programs is training through the AVAMEC platform and several initiatives registered in the Brazilian Media Education Map. The MediaCOP project is also presented as an experience in training teachers in the Amazon region in media literacy and sustainability, and in engaging students in climate journalism and environmental communication. In the area of Education for Sustainable Development in schools , the Ministry of Education, in partnership with UNESCO, developed pedagogical materials and Open Educational Resources focused on the 2030 Agenda, including a publication dedicated to SDG 13. In the area of Technical and Professional Education and Training , the submission highlights the National Policy for Professional and Technological Education, courses offered through Pronatec and Bolsa-Formação in areas such as sustainability, environmental protection, renewable energies and waste management, as well as the proposal of sustainability indicators for the Federal Network of Professional, Scientific and Technological Education. Finally, the BRALAC Network , led by the Ministry of Education, is presented as a cooperation initiative between countries in Africa, Brazil, Latin America and the Caribbean to strengthen educational policies focused on sustainability, climate justice and the resilience of educational systems.

In the training component , Brazil highlights AVAMEC courses on media and digital literacy, artificial intelligence, and information integrity, in addition to activities planned under the ET-ECAPI program to train journalists, community leaders, and digital influencers on climate information integrity. The Climate Plan also recognizes the need to expand technical, human, and institutional capacities to transform climate commitments into projects and investments.

Regarding public awareness , the Climate Plan identifies awareness and the fight against misinformation as a strategic pillar and foresees a national communication strategy on climate change. The submission also highlights the Brazilian Media Literacy Strategy (EBEM) and products from the Network of Partners for Information Integrity on Climate Change aimed at digital debate, advertising, and strategic communication.

In the section on public participation , the document presents coordination and participation mechanisms foreseen in the Climate Plan, including measures to increase women's participation in climate governance. It also highlights the Brazilian Steering Committee of the Global Initiative for Climate Change Information Integrity, which brings together 12 ministries, and the Partner Network, composed of more than 130 civil society organizations and academic institutions.

Regarding public access to information , the submission highlights the Brazilian legal framework for access to environmental and climate information, accessibility measures foreseen in the Climate Plan, and public platforms that provide data on deforestation, emissions, climate risks, water resources, disasters, and climate transparency.

In international cooperation , Brazil highlights the Global Initiative for Climate Change Information Integrity (GIIICC), created with the United Nations and UNESCO. Its fund was initiated with a Brazilian contribution of US$1 million and has already financed ten projects. The submission also notes that, during COP30, climate information integrity was recognized for the first time as an essential element for climate action in a COP decision and in the Action Agenda, in addition to the launch of the Belém Declaration, endorsed by 26 countries and the European Union. Brazil also seeks to include the topic in the new ACE Action Plan currently under negotiation.

Finally, Brazil identifies the following challenges: advancing legislation on issues such as greenwashing ; the perception of incompatibility between climate action and economic development in some segments of society; maintaining the engagement of different sectors; and ensuring adequate and predictable financial resources. Among the opportunities, it highlights the implementation of the Climate Plan, strengthening the climate and socio-environmental resilience of school systems, cooperation between government, academia, civil society, and the private sector, and, at the international level, the revision of the Glasgow Work Programme and the development of a future ACE Action Plan.