Abstract
This article is part of the possibility of thinking and provoking some recurrent sayings in scientific research related to Environmental Education. For such, we analyze 121 scientific productions that turn to the epistemological, philosophical, political and educational foundations of their knowledge field, from the critical perspective. As a theoretical-methodological contribution, we use three instruments present in different works of Michel Foucault: (i) supposition that universals do not exist, (ii) problematization, and (iii) documents seen as monuments. With the execution of this study, it was possible to problematize the power that interdisciplinarity, social emancipation and social transformation have in the formation of the Environmental Education field.
Keywords
environmental education; knowledge field; critical theory; Michel Foucault