Abstract
This study is driven by theoretical and methodological questions about the current practices and reflections on environmental education, inserted in the teaching of Geography. Are such pedagogical activities built on a critical bias? The objective is to investigate whether the capitalist production of space is considered in the understanding of the processes of socio-environmental degradation in pedagogical activities of this theme. We adopt the bibliographic review of the subject through broad theoretical approaches. As a guiding method, the critique of historical-dialectical materialism permeates and unifies the discussions of the environmental problem, the teaching of Geography, the role of teachers and the essential concept of analysis: the production of the capitalist space. Therefore, environmental education is discussed based on key concepts of geographical education, opposing conservative practices and proposals that are not very clear with possible didactic alternatives of construction in pedagogical spaces. It is essential that the discussions are translated into effective practices, founded on the pedagogical approach in the students' routine knowledge, making it complex, so that, in return they acquire a significant character in the socio-environmental transformation.
Keywords:
Critical environmental education; Geography Teaching; Capitalist mode of production