Critical environmental education plays a fundamental role in fostering civic engagement by promoting an understanding of the socioeconomic and political processes that influence public environmental management. In this context, this study presents an analysis of pedagogical workshops on public budgeting, carried out within a critical environmental education project focused on community organization — the Environmental Education Center of the Campos Basin (NEA-BC).

The methodology adopted was based on a dialogical approach (Freire, 1987), valuing participants’ knowledge and encouraging debate on the role of the public budget as a tool for planning and civic participation. The workshop aimed to empower community members to understand budget mechanisms, such as the Annual Budget Law (LOA) and the Budgetary Guidelines Law (LDO), to enhance their involvement in decision-making processes and strengthen social oversight.

The results indicate a significant increase in community engagement in the proposal and approval of budgetary demands, as well as the implementation of actions aimed at local socio-environmental improvement. The experience highlights the need for educational strategies that popularize knowledge about public budgeting, enabling citizens to participate meaningfully in democratic governance and the defense of their rights.

Furthermore, it reinforces the role of critical environmental education in shaping active and reflective individuals capable of intervening in reality to promote significant social change. By integrating innovative and accessible pedagogical practices, the workshop demonstrated that budget literacy can be an effective tool for community empowerment and the strengthening of participatory democracy.

This study contributes to the debate on the inclusion of fiscal and budgetary education in non-formal educational spaces, broadening the reach of social participation in public administration.

Keywords: Public Budgeting, Social Participation, Participatory Democracy