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International Guidelines for Environmental Education and the Connections with the Contexts of Origin

Author

Listed:
  • Karla Ferreira Dias Cassiano

    (Karla Ferreira Dias Cassiano, Instituto Federal de Educação, Ciência e Tecnologia de Goiás, Brazil. E-mail: karla.dias@ifg.edu.br)

  • Agustina Rosa Echeverría

    (Agustina Rosa Echeverría, Universidade Federal de Goiás, Instituto de Química—Goiânia, Goiás, Brazil.)

  • Nyuara Araújo Da Silva Mesquita

    (Nyuara Araújo Da Silva Mesquita, Universidade Federal de Goiás, Instituto de Química—Goiânia, Goiás, Brazil.)

Abstract

In light of the set of influences produced by changes arising, among others, from the scientific and technical revolution, globalization and the structural crisis of capitalism, this article reports some results of a study that analysed the development of international guidelines for environmental education (EE) in four historical periods between 1940 and 2012. Laurence Bardin’s content analysis and Ludwik Fleck’s epistemology guided this qualitative investigation. Based on articulations with the socioeconomic context of each period, the study identified elements that characterized knowledge, practices and traditions found in documents that recorded and influenced for more than half-a-century the production and dissemination of EE guidelines worldwide.

Suggested Citation

  • Karla Ferreira Dias Cassiano & Agustina Rosa Echeverría & Nyuara Araújo Da Silva Mesquita, 2023. "International Guidelines for Environmental Education and the Connections with the Contexts of Origin," Journal of Education for Sustainable Development, , vol. 17(2), pages 109-130, September.
    • Handle: RePEc:sae:jousus:v:17:y:2023:i:2:p:109-130
    DOI: 10.1177/09734082241229604
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