Brazilian Journal of Environmental Education
The Brazilian Journal of Environmental Education (RevBEA) is the result of the organization and mobilization capacity of the Brazilian Environmental Education Network (REBEA). It has an eclectic format (academic and non-academic), due to the vast and heterogeneous profile of the protagonists in Environmental Education (EA) in Brazil. It is associated to numerous international and national publications, offering another space that can reveal experiences, experiences, essays or theoretical reflections on EE. RevBEA is a bimonthly Journal focused on studies of Environmental Education, and other topics such as Environmental Management, Environment or similar that do not fall within the scope of EE WILL NOT BE ACCEPTED. The Brazilian Environmental Education Network was created in 1992. Its charter of principles is the Environmental Education Treaty for Sustainable Societies and Global Responsibility. It articulates a large national network of networks of environmental educators. This network is made up of ideals, dreams, knowledge and objectives that, shared, weave the citizenship necessary to build a culture of peace and a sustainable society. Its mission is to promote a wide debate on the paths of environmental education in Brazil, pointing out priorities, methods, techniques, target audience and strategies to strengthen the performance of environmental educators. OBJECTIVES OF REBEA and RevBEA: To disseminate and implement the Environmental Education Treaty for Sustainable Societies and Global Responsibility. To disseminate and experience the organizational culture of the network. To promote the dissemination of information related to the themes present in the exercise of Environmental Education. that point to a greater definition of the EE's field of action. Contribute to the strengthening of the performance of environmental educators in the country, by encouraging and supporting communication and the exchange of information. Map EE initiatives, identifying methods and techniques. Identify the main sectors (by thematic and / or geographic area) promoting the emergence of thematic / geographic networks that would work in conjunction with REBEA, giving form to it. Contribute to a greater visibility and socialization of projects and experiences in the Education area Promote Environmental Education Forums at the national level, descent ralizing actions and enabling the face-to-face exercise of the Network. Evaluate and propose public policies related to Environmental Education. Support the implementation of the National Environmental Education Policy.
Rede Brasileira de Educação Ambiental (REBEA) e Universidade Federal de São Paulo (Unifesp)
ENVIRONMENTAL EDUCATION IN BRAZIL: REFLECTIONS FROM PRACTICE AND PERSPECTIVES FOR THE FUTUREPesquisar isso no Google
Lecture given at the opening event of the 18th Paraná Meeting on Environmental Education, held in Ponta Grossa (PR, Brazil), between September 18 and 21, 2024.
Copyright (c) 2025 Brazilian Journal of Environmental Education https://creativecommons.org/licenses/by-nc-nd/4.0
Cartographies of Belonging and Environmental Education: Experiences of Park Rangers in Pedra Selada State Park (RJ)
This article, derived from doctoral research, examines how park rangers at Pedra Selada State Park (RJ) build affective and territorial bonds with the Conservation Unit. Inspired by the humanist turn in Geography, the study emphasizes subjective experiences and the meanings attributed to space. Methodology included action research, discussion circles, multisensory workshops, and participatory affective cartography, analyzed with Atlas.ti. Results highlight five main themes: affective and symbolic territories; childhood memories; multisensory Environmental Education practices; tensions between local knowledge and institutional recognition; and co-authorship. A key practical outcome was the creation of an affective itinerary co-designed with the rangers. Findings show that their experiences are essential to strengthening critical Environmental Education and participatory management. The study concludes that valuing these actors, grounded in decolonial theories, contributes to more just and sustainable protected areas.
Environmental Education; affective cartography and participatory management
Digital media and sustainability: training experiences in ECOEM's educational livestreams
This article analyzes the contributions of the educational live broadcasts from the Digital Media October project, promoted by ECOEM, as formative experiences that integrate digital media, education, and sustainability. Featuring guests from various fields, the sessions encouraged critical reflections on the use of digital technologies in society. This qualitative and descriptive research is based on the analysis of the dialogues that took place during the broadcasts, highlighting their pedagogical, communicational, and social potential. The results point to the importance of these actions in fostering critical awareness about the conscious use of media, promoting sustainability, combating misinformation, and strengthening university extension as a bridge between academic knowledge and contemporary challenges.
Digital Media; Sustainability; Environmental Education
Ziziane Kelly Rocha dos Santos Guimarães
Fashion and sustainability in academic productions: the environment in question.
This article presents a survey of Brazilian academic production related to fashion and sustainability, developed between 2018 and 2023, with an emphasis on research conducted at institutions in Rio Grande do Sul. The study used the CAPES Theses and Dissertations Catalog as its database, through which twenty (20) studies were mapped within the defined time frame. The theoretical foundation is based on the concept of environmental knowledge (saber ambiental) and on the principles of environmental education, understood as formative mediation frameworks. The results highlight not only the growing concern with the social and environmental impacts caused by the fashion industry, but also point out advances, gaps, and the need to integrate ethical values and interdisciplinary knowledge into pedagogical practices.
ENVIRONMENTAL EDUCATION, COMPLEXITY, AND CLIMATE CHANGE: EDUCATIONAL STRATEGIES FOR TEACHING YOUNG PEOPLE
Changes in climate patterns across the planet contribute to the increasing occurrence of extreme weather events, which cause devastating impacts on the environment and health, as well as material and economic damage. Environmental Education must raise awareness and prepare future generations for the climate crisis, and schools, through innovative pedagogical practices, must encourage complex thinking, emancipation, and youth protagonism in addressing climate change. This article conducts a systematic review of the CAPES catalog of theses and dissertations, focusing on educational strategies aimed at young people for teaching about climate change.
Climate change; Youth protagonism; Pedagogical practices; Complexity.
Eco-friendly bags: a survey explores the opinion of reverse logistics from the perspective of wholesale retail chain customers
In recent years, sustainability has gained prominence in various fields of knowledge and organizations. Consumers and businesses face a growing need to adopt practices that reduce the negative environmental impacts of their activities. Sustainability, therefore, has become a crucial element, offering opportunities in the market. Awareness about sustainable development, especially in consumer behavior, is essential for environmental preservation. A research project in this context aims to understand consumers' knowledge about sustainable practices, especially related to reverse and green logistics, through the use of reusable bags in wholesale chains in Gama-DF. The research was conducted in wholesale supermarket chains located in the Administrative Region of Gama, Federal District (Ultrabox, Super Adega and Atacadão), during the months of October and November 2024. The target audience of the study was composed of consumers of these chains who use reusable bags or bags made of durable and sustainable materials. This is a basic research, of an exploratory and descriptive nature, with a quantitative approach. The data collection instrument was a questionnaire applied to consumers who use reusable and/or sustainable bags. Consumers who were using a reusable bag were included in the sample. From the application of the questionnaire, it was possible to characterize the consumers of these wholesale chains in Gama - DF. The research reveals limited knowledge about reverse and green logistics among participants, with 54.7% and 58.12% being unaware of the concepts, respectively. The survey results reveal a scenario of partial knowledge and selective awareness among consumers. This information gap prevents individuals from understanding the central role of reverse and green logistics in combating environmental degradation, highlighting the need for educational initiatives to address this knowledge gap.
Environmental Education Practices in the management of residential organic waste during the pandemic
In view of the increase in the generation of urban solid waste, intensified by disorderly population growth, domestic composting presents itself as a sustainable alternative for treating the organic fraction of this waste. This research aimed to evaluate the composting of organic solid waste in the residential environment, associating it with the production of cabbage seedlings, with an emphasis on environmental education as a tool for raising awareness and transforming everyday practices. The study was conducted during the COVID-19 pandemic, using home composting and horticulture as educational tools and sustainable practices that promote physical, mental, and socio-environmental well-being. Composting was carried out over 120 days in a mini designed composter, with subsequent application of the compost in the cultivation of seedlings of Brassica oleracea var. costata (stalked kale). The experiment was set up in trays with fifteen cells, in a completely randomized design, with five treatments and three replicates, varying the proportions of soil and compost. Agronomic parameters such as germination time, number and length of leaves, seedling height, root length, and collar diameter were evaluated. In addition to the agronomic results, the experiment demonstrated strong educational potential, arousing the interest of participants, promoting environmental learning, and encouraging sustainable practices in the home context.
Perceptions of a rural community in the Western Amazon about non charismatic animal
This study assessed the environmental perception of a rural community regarding non-charismatic animals, a group associated with negative perceptions and hostile actions. The results indicated that snakes were the most frequently reported animals, while species such as tucandeira, butterfly and mambira were less frequently reported. The majority (83%) preferred to adopt lethal actions, with fear being the main motivation. Despite ecological recognition, 98% of respondents did not consider them relevant in domestic environments. This reinforces the importance of environmental education to demystify negative perceptions and foster more sustainable and conscious attitudes towards the conservation of non-charismatic fauna.
Environmental Education; Environmental Perception; Biophilia; Biophobia
Solid waste management and environmental perception: a study in the Boa Esperança Community in the municipality of Itacoatiara (AM, Brazil)
Waste is produced by human activities, both in homes and organizations, and requires proper handling, storage, collection and disposal. This study aimed to analyze the process of disposal of solid waste generated by family farmers in the rural community of Good Hope in the municipality of Itacoatiara (AM, Brazil), to understand environmental perception and which environmental education practices are carried out. Data were collected through technical visits and semi-structured interviews. It is expected that through this research we have contributed to the better use of waste by residents, to minimize environmental damage and to local sustainable development.
Itacoatiara; Community; Waste; Perception.
Environmental Education as a possible solution for reducing microplastic products – case study: Rio Pomba - Santo Antônio de Pádua/RJ
Anthropogenic actions are increasingly increasing the degradation of the environment. With the advent of plastic and its constant use in the industrialization process, it is clear that a problem has arisen. Rivers receive loads of industrial and domestic effluents saturated with small plastic particles, called microplastics (MPs). The purpose of this work is to awaken interest in the local community in getting to know the Pomba river basin a little more, and to raise awareness through Environmental Education among the population to discuss possible impacts of solid waste, with microplastics being the object of study in the section of the Pomba river, located in Santo Antônio de Pádua-RJ.
Pomba River; Santo Antônio de Pádua; Microplastics.
Environmental education: political and pedagogical issues
The intensive exploitation of natural resources has increased environmental impacts, making Environmental Education (EE) essential for fostering critical awareness and promoting sustainable practices. This article analyzes EE concepts from a political and educational perspective, aiming to understand the influence of public policies, legal frameworks, and socio-environmental movements on educational processes. In Brazil, a conservative approach predominates, influenced by neoliberal policies, which limits the effectiveness of transformative EE. Despite the legal framework that mandates the inclusion of environmental topics in education, its implementation remains limited, highlighting the need to strengthen critical pedagogical practices aligned with sustainability.
Socio-Environmental Issues, Environmental Conservation, Environment, Sustainability.
Environmental Education Experiences in a Basic Education School in the Interior of the Amazon
This study analyzed student participation and the school community’s perception of environmental education initiatives implemented at a municipal public school located in the interior of the Amazon. An approach was adopted combining qualitative and quantitative techniques through the application of questionnaires and direct observations. The school developed projects focused on composting, water reuse, waste separation, and school gardening. Among these, the composting project stood out for generating significant student engagement and raising environmental awareness. Challenges were identified, including limited resources and the need for more integrated pedagogical practices. The findings underscore the importance of adopting long-term educational policies that support initiatives such as those reported in this study, given their strong educational value and transformative potential.
The environmentalization of schools near Conservation Units
The study aimed to understand the factors that enable the connection between a conservation unit (CU) and schools, as well as the processes of school environmentalization. The research followed an ethnographic approach, including participant observation, structured questionnaire and document analysis. It was found that several factors contribute to the valorization of environmental education in schools: the commitment of the institutions’ managers; the motivation of teachers; the organization of school events and activities within the CU; integrated pedagogical practices; school documents that address environmental education and highlight the CU; and the geographical proximity between the school and the CU.
Environmental education through the construction of an organic garden at a municipal school in Santa Maria (RS)
O objetivo do trabalho foi impulsionar a Educação Ambiental na Escola Municipal de Ensino Fundamental Vicente Farencena e despertar a consciência ambiental e a responsabilidade entre os alunos por meio de práticas interativas e participativas com a construção de uma horta orgânica escolar. Com isso, no decorrer do trabalho se enfatizou abordagens sobre Educação Ambiental e observado mudanças de atitudes em relação ao meio ambiente; assim, incentivou-se ações sustentáveis e cuidado com os recursos naturais desde a infância para contribuir com um futuro mais sustentável em âmbitos ambientais, sociais e econômicos.
Environmental Education in Basic Education, in schools in Jardim Novo mundo, eastern region of Goiânia
This article analyzes the implementation of Environmental Education (EE) in schools in Jardim Novo Mundo, Goiânia. from the perspective of Critical Environmental Education (CEE). Through a quantitative-qualitative approach, questionnaires were applied to students and teachers and a literature review was carried out. The predominance of conservationist practices was verified. Difficulties such as teacher overload and unequal training generate fragmented actions. However, there is support for the inclusion of EE as a mandatory subject. As an educational product, the Vidda – Environmental Education website and a series of e-books were developed, validated by students and already used as a free and interdisciplinary digital pedagogical resource in public schools.
Environmental Education; Basic Education; Teaching; Environment.
Critical environmental education through audiovisual media: environmental cinema as a tool for awareness and improvement
This article aims to analyze the potential of environmental cinema as a practice of critical environmental education. It is based on the extension project entitled “Teacher development for critical environmental education through ecocinema”. The project aimed to promote reflection among educators on environmental issues and encourage environmental cinema as a pedagogical practice. The text discusses how the use of films and documentaries can contribute to the process of raising awareness of the complexity and emergence of the environmental crisis. Audiovisual media has its own language capable of connecting theories, practices, knowledge and emotions and can therefore promote ecopolitical awareness. The method consisted of selecting documentaries and films with socio-environmental significance and collectively discussing their content with the help of a supporting bibliography. Based on the meetings held, it was concluded that environmental cinema, in addition to diversifying pedagogical practices aimed at raising awareness, has a great capacity to exercise critical thinking and awaken students to practices committed to socio-environmental sustainability. However, its effectiveness depends on the mediation of debates, the intersection between different fields and a careful selection of works and authors. It also depends on a reflective and emancipatory perspective that goes beyond the reductionist and technical approach, incapable of containing the complexity of contemporary environmental dilemmas.
CONSERVATION MEDICINE: A FRONT FOR THE FIGHT FOR SOCIOENVIRONMENTAL JUSTICE
The Project “Conservation Medicine: a bridge between the wild animal screening and rehabilitation centre (Cetras) and the community” enabled elements for reflection from different environmental education (EA) perspectives. The activities carried out were related to victimized wild fauna received at Cetras from Unicentro. The discussion was contextualized through conservative, critical, complex and popular EA, relating to the problematic of the current capitalist production model and the importance of the debate surrounding One Health. Environmental Education (EA) was important for providing guidance related to wildlife, to demystify myths about fauna and to collectively build the socio-environmental struggle.
ENVIRONMENTAL EDUCATION AND INDIGENOUS PEOPLES
This article reflects on Environmental Education in schools, based on the historical and cultural perspective of indigenous peoples. The question that guides the research is: What are the contributions of indigenous peoples to Environmental Education? The objectives seek to understand Environmental Education based on values ​​and discuss Environmental Education in light of trends and educational policies. Initially, the contributions of Krenak (2020) stand out, together with the theoretical considerations of Freire (2016; 2020). Thinking with Krenak and Freire helps to understand the process of colonization of the country, the stance of Brazilian society, and the relationship between oppressor and oppressed. The research methodology has bibliographic origins.
GYCP IN PARANÁ: WHAT INNOVATES IN ENVIRONMENTAL EDUCATION TO FACE THE CLIMATE EMERGENCY?
This article analyzed the Global Youth Climate Pact (GYCP-Brazil) program developed in six schools in Paraná, highlighting its innovations in Complex Environmental Education (CEE) to address the Climate Emergency. GYCP promotes the co-production of knowledge between young people and scientists, combating denialism and disseminating science globally. The program generates local transformations, encouraging intercultural dialogue, youth protagonism, and planetary identity. Actions, focused on the climate emergency, develop critical and complex thinking. GYCP advances in CEE, integrating theory and practice innovatively and surpassing punctual actions.
Intercultural Dialogue; Complex Environmental Education; Planetary Identity; Youth Protagonism; Sustainability.
A LOOK AT THE INSERTION OF ENVIRONMENTAL EDUCATION IN STATE SCHOOLS IN WESTERN PARANÁ
This article consists of a research report that analyzed, between 2020 and 2024, the implementation of environmental education in public schools in Paraná, Brazil, located in the Regional Education Center (NRE) of Toledo. The research is part of a larger project on the involvement of sustainability in formal education in the state network. Given this, the report is divided into three research phases, carried out in 2020 (phase 1), 2023 (phase 2) and 2024 (phase 3). The schools investigated are permeated by aesthetic-ethical-political values, capable of influencing their own performance, in the micro contexts that permeate the school-nature where they are intertwined, as well as Education And Public Policies In Environmental Education.
Political Mobilities; Walking Ethnography; Micro Policies; Environmental Education; School Education.
THE PRESENCE OF THE POLITICAL DIMENSION IN CONTINUING TRAINING RESEARCH IN ENVIRONMENTAL EDUCATION
This study aims to analyze research addressing the continuing education of teachers in Environmental Education (EE), focusing on the presence of the political dimension in the educational process. Adopting a descriptive and explanatory approach, this qualitative research used the database of the EArte Project (2018 to 2020) as a source of consultation. It was found that most studies presented a theoretical recognition of the political dimension, but without demonstrating the practical application of this dimension in the developed educational processes. These results highlight the need to strengthen the epistemological foundations of EE and the importance of integrating political, knowledge, ethical, and aesthetic value dimensions in the continuing education of teachers.
Environmental education; Political Dimension; Teacher training.
Environmental education in action: the impact of Biological Sciences on the ‘Integra Ação’ operation in Southern Pará
The university extension project “Integra Ação Unifio-Pará” was developed with the aim of promoting environmental education and raising awareness about sustainability in communities in southern Pará. The activities included recycling workshops, rational water use, and the revitalization of school and hospital gardens, positively impacting the local population. The practical and participatory approach enabled behavioral changes and greater community engagement in environmental conservation. The results highlight the importance of educational projects in strengthening environmental citizenship and sustainability.
PERSPECTIVES OF YOUTH AND ADULT EDUCATION (EJA) STUDENTS ON CLIMATE CHANGE
Our objective is to identify what knowledge EJA students have about Climate Change and its relationship with Environmental Education. A questionnaire with an intersubjective analysis was used and responses were collected from students in two Brazilian cities. The textual productions of the questionnaires were the research corpus that was evaluated by discursive textual analysis. The results demonstrated that participants have some knowledge about the topic, acquired in classes and through print and televised media. However, we conclude that more information on the topic is needed to adjust these students' knowledge, as they are considered important environmental agents in their communities.
Climate Emergencies; Environmental Education; Discursive Textual Analysis.
ENVIRONMENTAL EDUCATION AT SCHOOLS FROM A HISTORICAL-CRITICAL PERSPECTIVE: AN INTERVENTION IN HIGH SCHOOL
Teaching work for environmental education (EE) is necessary to understand the socio-environmental crisis. Thus, this study sought to verify actions and forms of developing EE in a public high school, also the conception of EE by teachers and coordinators, what are the sources of information and the interference of high school curricular proposals in carrying out school EE. Data were obtained by applying questionnaires and semi-structured interviews. The results showed environmental visions and actions aligned with the ideals of behavioral changes, without explaining the determining factors of socio-environmental problems, separating society from nature. It is concluded that despite having EA in the school, there is a need to qualify it and improve teaching work.
Waste manegment extension course: contributions in Mato Grosso do Sul context
The involvement of society is one of the challenges for Environmental Education focused on solid waste management. An extension course was held, aiming to present the legislation regarding solid waste; provide reflections on the relationship between society's production and consumption patterns and the impacts produced; to present information on solid waste management in the context of Mato Grosso do Sul (Brazil) and to discuss the scientific production related to the theme. The results reveal that the course represented an opportunity for dialogue between the knowledge produced at the university and what has been carried out on the theme of Solid Waste in the context of Environmental Education.
Enivronmental Education; Waste Management; SDG 12; Professional Training.
Environmental perception of elementary school students from public schools of Franca - SP in the zoobothanical garden
This paper discusses children's environmental perception through drawings that seek to show how each child perceives the environment around them. This study included the participation of 97 children visiting the Zoobotanical Garden of Franca, SP, aged between 9 and 12 years. We observed a large number of drawings that refer to a romanticized view of nature, also showing indications that these children do not feel part of the environment, which leads to a conservative view of it. These results corroborate those of other authors, indicating the importance of developing work with teachers, in the form of training or continuing education.
Um diagnóstico de indícios de ambientalização da Educação Infantil
This article presents an excerpt from a doctoral thesis that investigated the transition process toward Sustainable Educational Spaces (SES) in Early Childhood Education. The research, with a qualitative and documental approach, used as its corpus the municipality’s Curricular Proposal and eight Political-Pedagogical Projects (PPPs) from public Early Childhood Education institutions in Porto Belo/SC, totaling nine documents analyzed. The study employed MAXQDA 2022 software to perform lexical analysis and thematic coding, based on 82 terms and 82 subterms extracted from the DCNEA (2012) to map signs of environmentalization. It is concluded that environmentalization is a dynamic process, requiring collective involvement, critical reflection, and curricular restructuring to consolidate educational practices oriented toward sustainability.
Bruna Carolina de Lima Siqueira dos Santos
Experiencing otherness as ethnic-racial and environmental education: multiplying natures in school
This article describes the potential of a school garden, in which students engaged with the indigenous concept of Tekoha. In an education for ethnic-racial and environmental relations, the objective was to analyze how experiences with alterity contribute to initiating "ecological paths", expanding realities with different natures from that incorporated via colonial thought. These paths were activated by the encounter with the Guarani-Kaiowa culture, developing a view of the students to coexistence, in the form of an understanding of the Earth as a participant and not just a scenario of human actions. The pedagogical practices sought a new attitude regarding the stereotypes formulated about the indigenous people, and the initiation to care and diversity as skills, based on the affirmation of one's own belonging to the school territory, as well as the recognition of multiple ways of belonging to it and to the planet.
PERMACULTURAL EXPERIENCE ONTO SCHOOL CONTEXT UNDER THE COMPLEXITY VIEW
The article reports on a permaculture experience in a school context, addressing the climate emergency through environmental education (EE) from the perspective of Edgar Morin's complexity. The research involved students from a public school and adopted a theoretical-practical approach, based on Mollison and Holmgren”s (1986) permacultural principles. In addition to technical knowledge, a sense of belonging and teamwork was developed. The integration between permaculture and complexity in EE projects has shown itself as a promising path for the realization of a resilient society capable of facing current socio-environmental problems.
Educação ambiental; Complexidade; Permacultura; Escola