Reconfiguring Education for a Post-Growth Society: Pedagogical Pathways Toward Degrowth and Ecosocial Justice

The intensification of the ecosocial crisis has revealed the structural limitations of economic paradigms based on growth. In this context, degrowth emerges as a transformative framework that proposes the deliberate reduction of production and consumption, prioritizing well-being, equity, and ecological sustainability. However, the role of education in the transition toward post-growth societies remains insufficiently developed. This article analyzes how formal educational systems reproduce growth-oriented subjectivities through human capital frameworks and neoliberal governance. Based on a critical review of the literature and a conceptual analysis, both the structural limitations of the dominant educational model and the emergence of alternative pedagogies grounded in sufficiency, care, and the commons are identified. This article proposes a reorientation of educational aims, contents and practices favouring ecosocial literacy and collective agency, with implications for educational policy and systemic transformation.