<?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>2448-3583</journal-id>
<journal-title><![CDATA[Educação & Formação]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Form.]]></abbrev-journal-title>
<issn>2448-3583</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Ceará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-35832025000100214</article-id>
<article-id pub-id-type="doi">10.25053/redufor.v10.e14432</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação Ambiental no contexto do Novo Ensino Médio: uma revisão integrativa]]></article-title>
<article-title xml:lang="es"><![CDATA[Educación Ambiental en el contexto del Nuevo Bachillerato: una revisión integradora]]></article-title>
<article-title xml:lang="en"><![CDATA[Environmental Education in the context of Brazil&#8217;s New High School Curriculum: An Integrative Review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Graciani]]></surname>
<given-names><![CDATA[Carla]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lutinski]]></surname>
<given-names><![CDATA[Junir]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rezende]]></surname>
<given-names><![CDATA[Renan de Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Comunitária da Região de Chapecó  ]]></institution>
<addr-line><![CDATA[Chapecó SC]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Comunitária da Região de Chapecó  ]]></institution>
<addr-line><![CDATA[Chapecó SC]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Comunitária da Região de Chapecó  ]]></institution>
<addr-line><![CDATA[Chapecó SC]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>10</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2448-35832025000100214&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2448-35832025000100214&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2448-35832025000100214&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O Novo Ensino Médio busca uma educação alinhada à sociedade contemporânea, mas requer planejamento adequado. Objetivou-se contextualizar a Educação Ambiental no âmbito do Novo Ensino Médio a partir da literatura científica por meio de uma revisão integrativa (2018 e 2023). Os artigos foram produzidos principalmente no estado de São Paulo (14,54%), seguido por Santa Catarina (12,72%), Pernambuco e Rio Grande do Sul (9,09%). Dentre as pesquisas, aproximadamente 60% tratam de formação contínua dos alunos do Novo Ensino Médio. No que se refere à integração com os currículos do Novo Ensino Médio, 85,45% dos temas estavam alinhados. No âmbito dos referenciais teóricos e metodológicos, a Educação Ambiental Crítica foi a mais explorada, representando 50,91% dos casos. Ao examinarmos as monografias (39,58%), dissertações (52,08%) e teses (6,25%), verificou-se que 33,33% provêm da região Nordeste, enquanto 22,92% do Sudeste. Além disso, 70,83% estão integradas ao currículo do Novo Ensino Médio, enquanto 29,16% não se alinham. O método investigativo foi amplamente adotado (31,25%), seguido pela análise documental/teórica (25%). Em relação aos marcos teóricos/metodológicos, a Educação Ambiental Crítica se destacou (47,91%).]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El Nuevo Bachillerato busca una educación alineada con la sociedad contemporánea, pero requiere una planificación adecuada. Se objetivó contextualizar la Educación Ambiental en el ámbito del Nuevo Bachillerato a partir de la literatura científica mediante una revisión integradora (2018-2023). Los artículos se produjeron principalmente en el estado de São Paulo (14,54%), seguido de Santa Catarina (12,72%), Pernambuco y Rio Grande do Sul (9,09%). Aproximadamente el 60% de las investigaciones tratan sobre la formación continua de los estudiantes del Nuevo Bachillerato. En cuanto a la integración con los currículos del Nuevo Bachillerato, el 85,45% de los temas estaban alineados. En los referentes teóricos y metodológicos, la Educación Ambiental Crítica fue la más explorada, representando el 50,91% de los casos. Al examinar las monografías (39,58%), disertaciones (52,08%) y tesis (6,25%), se observó que el 33,33% provienen de la región Nordeste, mientras que el 22,92% provienen del Sudeste. Además, el 70,83% están integradas en el currículo del Nuevo Bachillerato, mientras que el 29,16% no están alineadas. El método investigativo fue ampliamente adoptado (31,25%), seguido del análisis documental/teórico (25%). En relación con los marcos teóricos/metodológicos, la Educación Ambiental Crítica se destacó (47,91%).]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The New High School reform in Brazil aims to offer an education aligned with contemporary societal demands but requires careful planning and implementation. This study sought to contextualize Environmental Education within this framework through an integrative review of scientific literature published between 2018 and 2023. Most of the selected studies were produced in the state of São Paulo (14.54%), followed by Santa Catarina (12.72%), Pernambuco, and Rio Grande do Sul (9.09%). Approximately 60% of the studies focused on the continuing education of high school students. Regarding curriculum integration, 85.45% of the studies addressed themes aligned with the New High School guidelines. As for theoretical and methodological frameworks, Critical Environmental Education was the most prevalent, appearing in 50.91% of the cases. Among the academic works analyzed monographs (39.58%), dissertations (52.08%), and theses (6.25%) - 33.33% originated from the Northeast region and 22.92% from the Southeast. Furthermore, 70.83% were integrated into the New High School curriculum, while 29.16% were not. The investigative method was the most widely employed (31.25%), followed by documentary/theoretical analysis (25%). Overall, Critical Environmental Education remained the dominant framework, accounting for 47.91% of the research analyzed.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[políticas públicas]]></kwd>
<kwd lng="pt"><![CDATA[Educação Ambiental Crítica]]></kwd>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="pt"><![CDATA[BNCC]]></kwd>
<kwd lng="pt"><![CDATA[Educação Básica]]></kwd>
<kwd lng="es"><![CDATA[políticas públicas]]></kwd>
<kwd lng="es"><![CDATA[Educación Ambiental Crítica]]></kwd>
<kwd lng="es"><![CDATA[currículo]]></kwd>
<kwd lng="es"><![CDATA[BNCC]]></kwd>
<kwd lng="es"><![CDATA[Educación Básica]]></kwd>
<kwd lng="en"><![CDATA[public policies]]></kwd>
<kwd lng="en"><![CDATA[critical environmental education]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[BNCC]]></kwd>
<kwd lng="en"><![CDATA[basic education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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