Abstract
Environmental Education has been on the Brazilian political agenda since 1970, when environmental issues became an effective topic for international agencies. The analyses presented in this article show that the notion of environmental sustainability is included in the legislation and determine its introduction and debate in Brazilian education. This research is a critical analysis of the formation of concepts related to Environmental Education (EE) in Brazil, aiming to support the review of public policies in emergency situations. Thus, the premise arises that, through education, it is possible to acquire skills to prevent and deal with global risks, in addition to reimagining both politics and citizenship, promoting significant transformations in ways of thinking and lifestyle habits. In order to achieve the results, a literature review and document review were developed in order to achieve the following objective: to understand what is foreseen in Brazilian public policies regarding environmental educational processes, seeking to identify the possibilities of mainstreaming Environmental Education in disaster situations. It can be inferred that Environmental Education has an important force in the social context and in education systems, conducive to the implementation/implementation and development of public policy evaluation processes.
Published Version
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