Resumo

PITANGA, Ângelo Francklin. MODERNITY CRISIS, ENVIRONMENTAL EDUCATION, EDUCATION FOR SUSTAINABLE DEVELOPMENT AND EDUCATION IN GREEN CHEMISTRY: (RE)THINKING PARADIGMS. Ens. Pesqui. Educ. Ciênc. [online]. 2016, vol.18, n.3, pp.141-159. ISSN 1983-2117.  https://doi.org/10.1590/1983-21172016180307.

To think about the modernity crisis and contribute withreferrals to overcome this instability scenario should be everyone'sresponsibility. In this sense, it is necessary to rethink and discuss thedirection taken by the Environmental Education (EE), Educationfor Sustainable Development (DSE), Education Green Chemistry(GCE). To that end, this article aims to present a theoretical essay,based on the literature attempting to situate the reader, particularlyteachers, about the discussions, conflicts, breaks, tensions andconsensus involving EE and DSE paradigms. We intended tocontextualise the green chemistry's emergence scene and seek closerassumptions to Environmental Education's criticism as paradigm foreducation in green chemistry, trying to guide a new perspective ontraining chemistry professionals at all educational levels.

Palavras-chave : Environmental Education; Education for Sustainable Development; Green Chemistry; Green Chemistry Education..

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