MODERNITY CRISIS, ENVIRONMENTAL EDUCATION, EDUCATION FOR SUSTAINABLE DEVELOPMENT AND EDUCATION IN GREEN CHEMISTRY: (RE)THINKING PARADIGMS

Abstract

To think about the modernity crisis and contribute with referrals to overcome this instability scenario should be everyone’s responsibility. In this sense, it is necessary to rethink and discuss the direction taken by the Environmental Education (EE), Education for Sustainable Development (DSE), Education Green Chemistry (GCE). To that end, this article aims to present a theoretical essay, based on the literature attempting to situate the reader, particularly teachers, about the discussions, conflicts, breaks, tensions and consensus involving EE and DSE paradigms. We intended to contextualise the green chemistry’s emergence scene and seek closer assumptions to Environmental Education’s criticism as paradigm for education in green chemistry, trying to guide a new perspective on training chemistry professionals at all educational levels.