<?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>1413-2478</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ.]]></abbrev-journal-title>
<issn>1413-2478</issn>
<publisher>
<publisher-name><![CDATA[ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-24782024000100217</article-id>
<article-id pub-id-type="doi">10.1590/s1413-24782024290030</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação ambiental na escola: literatura internacional e análise de estudos brasileiros]]></article-title>
<article-title xml:lang="en"><![CDATA[Environmental education at school: international literature and analysis of brazilian studies]]></article-title>
<article-title xml:lang="es"><![CDATA[Educación ambiental en la escuela: análisis de literatura internacional y estudios brasileños]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosa]]></surname>
<given-names><![CDATA[Maria Arlete]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kauchakje]]></surname>
<given-names><![CDATA[Samira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fontana]]></surname>
<given-names><![CDATA[Maria Iolanda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Tuiuti do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Balneário Camboriú SC]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Tuiuti do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>29</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-24782024000100217&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-24782024000100217&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-24782024000100217&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo do artigo é caracterizar a literatura sobre educação ambiental escolar. A questão é como os estudos de perspectiva crítica e de autores de instituições brasileiras abordam essa temática. Utilizamos a busca sistemática nas bases Scopus, Web of Science e Scientific Electronic Library Online (SciELO). Os critérios de escolha e exame dos textos foram: exclusão por não aderência; categorização em eixos: política, formação, e prática pedagógica; seleção por autores de instituições brasileiras e abordagem crítica; e uso da regra de Pareto para a escolha de textos representativos de cada eixo. Demonstramos que a maioria dos textos selecionados está no eixo Prática Pedagógica, seguido por Formação e Política; há contradição entre teoria e prática; frágil menção das políticas vigentes; e falta de condições de trabalho para a formação e o avanço teórico. Discutimos a abordagem crítica como problematizadora da educação ambiental conservadora e naturalista, fomentando a reflexão na prática da educação ambiental na escola.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article aims to characterize the literature on environmental education at school. The question is how studies that have a critical perspective and are conducted by authors from Brazilian institutions approach this theme. We used a systematic search in the Scopus, Web of Science and Scientific Electronic Library Online (SciELO) databases. The selection and examination criteria were: exclusion due to non-adherence; categorization in axes: policy, training and pedagogical practice; authors from Brazilian institutions with a critical approach; and use of Pareto&#8217;s rule to choose representative texts for each axis. We demonstrate that most of the selected texts are in the Pedagogical Practice axis, followed by Training and Policies; there is a contradiction between theory and practice; meagre mention of current policies; and lack of working conditions for training and theoretical advancement. We discuss the critical approach as problematizing of conservative and naturalistic environmental education, encouraging reflection on the practice of environmental education at school.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo objetiva caracterizar la literatura sobre educación ambiental escolar. La pregunta es ¿cómo abordan este tema los estudios desde una perspectiva crítica y de autores de instituciones brasileñas? Se utilizó una búsqueda sistemática en Scopus, Web of Science y Scielo. Los criterios de selección fueron: exclusión por no adherencia; categorización de ejes: política, formación y práctica pedagógica; Instituciones brasileñas autores y enfoque crítico; Se utiliza la regla de Pareto para elegir textos representativos para cada eje. Demostramos que la mayoría se encuentra en el eje Práctica Pedagógica, seguido de Formación y Políticas; hay contradicción entre la teoría y la práctica; frágil mención de las políticas actuales; y falta de condiciones laborales para la formación y el avance teórico. Discutimos el enfoque crítico como problematizador de la educación ambiental conservadora y naturalista, fomentando la reflexión sobre la práctica de la educación ambiental en la escuela.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Políticas Educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Educação Ambiental]]></kwd>
<kwd lng="pt"><![CDATA[Escola]]></kwd>
<kwd lng="pt"><![CDATA[Prática Pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="en"><![CDATA[Educational Policies]]></kwd>
<kwd lng="en"><![CDATA[Environmental Education]]></kwd>
<kwd lng="en"><![CDATA[School]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Practice]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="es"><![CDATA[Políticas Educativas]]></kwd>
<kwd lng="es"><![CDATA[Educación Ambiental]]></kwd>
<kwd lng="es"><![CDATA[Escuela]]></kwd>
<kwd lng="es"><![CDATA[Práctica Pedagógica]]></kwd>
<kwd lng="es"><![CDATA[Formación del Profesorado]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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