Selection criteria
1. INCLUSION CRITERIA
1.1. They explicitly state, among the research questions or one of the objectives, general or specific, the intention to investigate cases related to environmental education and the relationship between environmental issues and the educational process.
1.2. They explore aspects and foundations of environmental issues related to the educational process in general and to environmental education in particular.
1.3. They explore aspects of the educational process, relating them to environmental issues and/or environmental ideas, including those that analyze and/or present educational proposals, sequences of teaching units, didactic resources, or media involving aspects of environmental issues.
1.4. They explore concepts, representations, perceptions, knowledge, visions, ideas, knowledge, and meanings related to environmental issues, developed in educational contexts or simply motivated by them. For example, a mapping or diagnosis of conceptions/representations/perceptions constitutes a stage of an educational process (it may have occurred in school or other educational and social environments) and may serve as support or input for the development of a future educational proposal.
1.5. They explicitly state concepts, representations, perceptions, knowledge, visions, ideas, knowledge, and meanings related to pedagogical senses in practices associated with environmental conflicts. This includes social organizations, unions, companies, NGOs.
2. EXCLUSION CRITERIA
2.1. They do not refer to environmental issues or environmental education.
2.2. They explore aspects of the educational process, but do not establish relationships with the environment and environmental ideas.
2.3. They refer to environmental issues but not to educational processes, including those that diagnose or study the environmental conditions of various areas (conservation areas, urban and rural environments, etc.) but do not refer to education, environmental education, or educational processes centered on environmental issues.
2.4. They explore concepts, representations, perceptions, knowledge, visions, ideas, knowledge, meanings related to environmental issues that are still not developed in educational contexts or do not refer to educational processes.
3. CRITERIA FOR THE INCLUSION OF WORKS IN THE "DOUBT" GROUP
3.1. They refer to environmental issues or the foundations of environmental problems and their relationship with educational processes without including evidence of this relationship in the research process.
3.2. Works that focus on various educational processes (e.g., special education, scientific education, artistic education, health education) and indicate the motivation, reasoning, or perspective of environmental education.
3.3. They explore aspects of the educational process, but do not clearly state the relationship with the environment and environmental ideas.
3.4. They outline a reflection on the educational process or environmental education amidst other environmental issues that would be the main focus.
3.5. Works that bring surveys of profiles, environmental strategies, environmental management, and/or environmental conditions (diagnosis), citing but without evidence of the insertion of the educational process in the research.
3.6. They only refer to themselves as environmental education.