Environmental Education, Research Meetings, Evaluation, Nature of Works, Educational Contexts, Thematic Focuses
Abstract
The emerging field of environmental education (EE) research in Brazil requires a systematization of its production so that its aspects can be identified and set up. This work aims to contribute in that sense based on the analysis of the works presented at the Research Meetings on Environmental Education (EPEAs). The results indicate the predominance of works of theoretical nature over the ones of empirical nature, as well as the predominance of works related to school contexts in comparison to works related to non-school contexts, the former focusing especially on elementary and secondary education. Regarding the works of theoretical nature, the theoretical and methodological bases of EE are the most frequent thematic focus. Among the works of empirical nature, the main thematic focus is the development of projects, programs and practices in school or non-school contexts. There are also a significant number of works related to non-specific educational contexts, in which education processes and teachers' and educators' conceptions prevail as thematic focuses. Some aspects concerning the evaluation of the works submitted to the EPEAs are pointed out in this paper as well.
