In this article we establish the critic made to two recurrent categories in Environmental Education, in practical and discursive terms: the fetichism of individuality and the dualism school-society, speech-work. In the context of a theoretical reference from the emancipating dialectic tradition, we question the limits and the pedagogical implications of these categories in practicing environmental education. In this way, we draw attention to the necessity of deeper considerations and more debates of some non-historical and non-dialectic points of view, eventhough sometimes related, in face of the challenges and objectives that environmental educators historically deals with. At last, we reaffirm the relevance of Marx's dialectical method, when the objective is the construction of an Environmental Education established in understanding the reality in its complexity and context, and focused in excelling the social relations that were established in capitalism as a way to solidify a new level of the society in the nature.
Environmental education; fetichism; dualism; critic; emancipating dialectic