This paper inquires into the educational strategies used in the so-called interpretative tracks for environmental education. We ask, 'Which territories are those receiving guides and students in environmental educational activities? Which questions are made when walking? Which are not made? Which features turn a route into a track? Which territories and tracks shape the ways for environmental education? To approach these questions the paper will focus on two different trials. First we have approached some aspects of the construction of an interpretative track in the community of Pântano do Sul in Florianópolis, SC. About this track, meant to be performed with students from primary schools, above all, we inquire into the process culminating in designing its lines. In the second part, we have focused on the interpretative tracks in a state reserve near Porto Alegre, RS. To do so, processes of disciplining subjects, and discursive production of an untouched nature, are necessary. Analyses conducted in the essay are in the challenged multi-faceted cultural studies field. In this field, work is carried out into readings on nature in the environmental education activities focused in this essay: the so-called interpretative tracks. Furthermore, from the cultural studies we can inquire into the understandings on nature (and the way we act regarding it), from practices and discourses involved from planning and using an interpretative track to the moment when an educational work is developed in such spaces.
Cultural Studies; Interpretative Tracks; Environmental Education