Environmental Education in state water resources policies in force in Brazil

Abstract

This article analyzes the inclusion of Environmental Education (EE) in the current State Water Resources Policies (PERH) in Brazil, considering its strategic importance for building a critical, participatory, and sustainable water management model. The research, with a qualitative approach, was carried out through documentary analysis of state legislation, content analysis, and categorization of legal provisions based on three criteria: EE approach, incentives for its practice, and initiatives for civil society capacity building. The results show that although 26 out of the 27 PERH mention EE, there is a diversity in the ways it is addressed—either directly or indirectly—and in the effectiveness of the proposed actions. It is also noted that many states promote educational practices and the training of professionals in the field, although regional gaps and asymmetries persist. It is concluded that the integration of EE into public water management policies is essential, but it requires greater political commitment, regulatory clarity, and institutional coordination in order to become an effective and transformative practice.