<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602021000100802</article-id>
<article-id pub-id-type="doi">10.1590/0104-4060.77819</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Uma educação para o fim do mundo? Os desafios socioambientais contemporâneos e o papel da Educação Ambiental em contextos escolarizados]]></article-title>
<article-title xml:lang="en"><![CDATA[An education for the end of the world? Contemporary socioenvironmental challenges and the role of Environmental Education in school contexts]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Gustavo Ferreira da Costa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Torres]]></surname>
<given-names><![CDATA[Maria Betânia Ribeiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Paraíba  ]]></institution>
<addr-line><![CDATA[João Pessoa Paraíba]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado do Rio Grande do Norte  ]]></institution>
<addr-line><![CDATA[Mossoró Rio Grande do Norte]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>37</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602021000100802&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602021000100802&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602021000100802&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O presente artigo é um ensaio teórico sobre o estado da arte das policrises da civilização contemporânea, nos planos global e nacional, e sobre os desafios que essas crises representam para a educação ambiental que se realiza em contextos escolarizados. O objetivo, portanto, é refletir sobre a magnitude das crises socioambiental, climática e sanitária e sobre as contribuições que a educação ambiental escolar pode oferecer para reverter ou mitigar as ameaças identificadas. As evidências científicas e cotidianas revelam sinais preocupantes que impactam o estado da biosfera, o bem-estar e a saúde humana, a segurança alimentar das populações, a manutenção da paz e da democracia e, em última instância, a própria sobrevivência da espécie humana no planeta Terra. Nesses termos, torna-se, cada vez mais frequente, no discurso e no imaginário social, a alusão a narrativas de colapso, catástrofe, ruptura, decadência e fim do mundo. Metodologicamente, o texto dialoga com a literatura socioambiental com aportes da Educação ambiental crítica, da Ecologia política, dos conflitos e da justiça socioambientais. A reflexão conclui que, diante dos desafios colocados, a educação ambiental escolar não pode se render ao reprodutivismo social e pedagógico. O tempo é de formação e transformação dos sujeitos para o exercício da liberdade e para a defesa da vida.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article is a theoretical essay on the state of the art of contemporary civilization's polycrisis at global and national levels, and on the challenges that these crises represent for environmental education that takes place in school contexts. Its objective, therefore, is to reflect on the magnitude of the socioenvironmental, climate and health crises and on the contribution that environmental education in schools can offer to reverse or mitigate the existing threats. The scientific and daily evidence reveals worrying signs that affect the state of the biosphere, human well-being and health, the food security of populations, the maintenance of peace and democracy and, ultimately, the very survival of the human species on planet earth. In these terms, allusion to narratives of collapse, catastrophe, rupture, decay and the end of the world is becoming more and more frequent in discourse and the social imaginary. Methodologically, the text dialogues with socioenvironmental literature, with contributions from critical environmental education, political ecology, conflicts and socioenvironmental justice. The reflection concludes that in the face of the challenges posed, environmental education in schools cannot surrender to social and pedagogical reproductionism. The time is for development and transformation of subjects capable to exercise freedom and defend life.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Crise socioambiental]]></kwd>
<kwd lng="pt"><![CDATA[Educação Ambiental]]></kwd>
<kwd lng="pt"><![CDATA[Mudanças climáticas]]></kwd>
<kwd lng="en"><![CDATA[Socioenvironmental crisis]]></kwd>
<kwd lng="en"><![CDATA[Environmental Education]]></kwd>
<kwd lng="en"><![CDATA[Climate change]]></kwd>
</kwd-group>
</article-meta>
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