Editorial

Abstract

The relationship between the environment and education has been consistently reinforced by bodies as diverse as the United Nations, the European Union, national and international governments, NGOs, and universities, all recognizing it as an inescapable link for making the various socio-environmental problems weighing on contemporary societies and the biosphere visible and solvable in today's world. Yet, this relationship is neither simple nor linearly connected; it entails different levels of articulation within an intricate hierarchy (Godard, 1997) of events that draw upon diverse disciplinary knowledge as well as philosophical, ethical, and political stances. In this spirit, the current issue of the journal Educação, Sociedade & Culturas aims to examine some of the questions arising in this vast field of reflection and action; the texts presented here reflect a variety of perspectives developed by specialists from different fields who participated in a series of teacher training seminars held within the framework of the project "Earth: Curricular Mainstreaming and Environmental Awareness."