<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062021000100104</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v31.n.64.s13743</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[EDUCAÇÃO E AMBIENTE: COMPREENSÕES EM TORNO DO PENSAR E DO FAZER EDUCAÇÃO AMBIENTAL]]></article-title>
<article-title xml:lang="en"><![CDATA[EDUCATION AND ENVIRONMENT: COMPREHENSIONS ABOUT THINKING AND MAKING ENVIRONMENTAL EDUCATION]]></article-title>
<article-title xml:lang="es"><![CDATA[EDUCACIÓN Y AMBIENTE: COMPRENSIONES ALREDEDOR DEL PENSAR Y HACER EDUCACIÓN AMBIENTAL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Tiago Zanquêta de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade de Uberaba  ]]></institution>
<addr-line><![CDATA[Uberaba Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<volume>31</volume>
<numero>64</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062021000100104&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062021000100104&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062021000100104&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Segundo um estudo da ONG Britânica Oxfam, de 2015, o Banco Mundial estimou que 700 milhões de pessoas estavam vivendo em condições de pobreza extrema, ganhando menos de US$ 1,90 por dia. No Brasil, a renda dos 50% mais pobres aumentou a uma taxa mais acelerada que a dos 10% mais ricos, mas, ainda assim, a diferença entre os dois grupos aumentou. Esses dados denunciam a existência de uma crise civilizatória em curso, deflagrada por meio da exploração sem precedentes dos recursos naturais e humanos, a partir da modernidade eurocêntrica estadunidense que invadiu territórios latino-americanos. Atualmente, essa crise foi agravada pela pandemia de Sars-Cov-2, também conhecida como COVID-19. A educação ambiental, especialmente por algumas de suas correntes, tem buscado adotar práticas que permitam a ressignificação da relação entre os seres humanos e a natureza, a fim de possibilitar caminhos que, mais que afirmem a vida, reproduzam-na e a desenvolvam em seus âmbitos antropológico, ecológico, econômico, político e socioambiental. Desse modo, este artigo tem por objetivo, valendo-se do aparato metodológico da revisão bibliográfica, apresentar as concepções em torno da educação ambiental, uma vez que se constituiu, historicamente, como uma prática social capaz de potencializar uma formação humana emancipadora, libertadora, autônoma e colaborativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract According to a 2015 study by the British NGO Oxfam, the World Bank estimated that 700 million people were living in extreme poverty, earning less than $ 1.90 a day. In Brazil, the income of the poorest 50% increased at a faster rate than that of the richest 10%, but still the difference between the two groups increased. These data denounce the existence of an ongoing civilizational crisis, deflated by the unprecedented exploration of natural and human resources, from the Eurocentric modernity of the United States, which invaded Latin American territories. Currently, such a crisis has been exacerbated by the Sars-Cov-2 pandemic, also known as Covid-19. Environmental education, especially by some of its currents, has sought to adopt practices that allow the re-signification of the relationship between human beings and nature, the aim of enabling paths that, rather than affirming life, reproduce and develop, in its anthropological, ecological, economic, political and socio-environmental fields. Thus, this article aims, using the methodological apparatus of bibliographic review, to present the concepts around environmental education, once it has historically been constituted as a social practice capable of enhancing an emancipatory, liberating, autonomous human formation and collaborative.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Según un estudio de 2015 de la ONG británica Oxfam, el Banco Mundial estimó que 700 millones de personas vivían en la pobreza extrema y ganaban menos de US$ 1,90 al día. En Brasil, el ingreso del 50% más pobre aumentó a un ritmo más rápido que el del 10% más rico, pero aun así la diferencia entre los dos grupos ha aumentado. Esos datos denuncian la existencia de una crisis civilizatoria en curso, estallada a través de la exploración sin precedentes de recursos naturales y humanos, desde la modernidad eurocéntrica americana, que invadió territorios latinoamericanos. Actualmente, esa crisis se ha agravado por la pandemia Sars-Cov-2, también conocida como COVID-19. La educación ambiental, especialmente por algunas de sus corrientes, ha buscado adoptar prácticas que permitan la resignificación de la relación entre el ser humano y la naturaleza, con el objetivo de habilitar caminos que, más que afirmar la vida, se reproduzcan y desarrollen en sus campos antropológico, ecológico, económico, político y socioambiental. Así, este artículo pretende, utilizando el aparato metodológico de la revisión bibliográfica, presentar las concepciones alrededor de la educación ambiental, una vez que se ha constituido, históricamente, como una práctica social capaz de potenciar una formación humana emancipadora, liberadora, autónoma y colaborativa.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Ambiental]]></kwd>
<kwd lng="pt"><![CDATA[Prática Social]]></kwd>
<kwd lng="pt"><![CDATA[Crise Civilizatória]]></kwd>
<kwd lng="en"><![CDATA[Environmental Education]]></kwd>
<kwd lng="en"><![CDATA[Social Practice]]></kwd>
<kwd lng="en"><![CDATA[Civilization Crisis]]></kwd>
<kwd lng="es"><![CDATA[Educación Ambiental]]></kwd>
<kwd lng="es"><![CDATA[Práctica Social]]></kwd>
<kwd lng="es"><![CDATA[Crisis de Civilización]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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