This paper is a summary of dissertations (1993/1996-UFPR). Our aim was to do a critically analyse environmental education in its histyorical institutionalization and its theoretical and social implications. We start by reading official documents about the main conferences and international meetings which led to environmental education. Totality and Interdependence marked our research methodologically. Nature, environmental and ecology concept, are the topic elements, which were our critical support, became the regulators of the analyses of the mistakes in enviromental education practice and its epistemological presupposition.
environment; education; environmental education