ABSTRACT:
The places occupied by discussions in curriculum say a lot about the intentionality and about the interests that surround the guiding documents of Brazilian education. Considering this and based on the theoretical contribution related to complex thinking and to critical Environmental Education, this study discusses the identification of the place occupied by environmental education in the Base Nacional Comum Curricular (BNCC) and in the Base Nacional Comum for the initial and continued training of Basic Education teachers (BNCFormação). It analyses, through a documentary study and in the light of the Discursive Textual AnalysisAnálise, that what in fact delineate itself in the documents is a non-place for environmental training, thus converging to the silencing of the precepts of critical Environmental Education in Basic Education and Higher Education, this last one regarding to licentiate courses. In this sense, the results revealed that the socio-environmental discussion is presented in a generic way in the BNCC and in an invisible way in the BNC-Formation, demonstrating how such documents configure themselves as instrumentalizers of a reproductive formation of the interests of the dominant order and the status quo and rooted to the simplistic and divider paradigm of knowledge production, which makes impossible the critical and complex perception of reality.
Keywords:
Common National Curriculum; Teachers training; Environmental Education