2026-03-252026-03-252025https://repositorio.ifal.edu.br/handle/123456789/1446This study analyzes academic production on Environmental Education in Geography teaching, based on theses and dissertations developed in Brazilian graduate programs and available in the EArte Project database. The research is characterized as a State-of-the-Art study with a quanti-qualitative approach and aimed to identify institutional, temporal, and geographical trends, as well as to analyze the themes, objectives, and methodologies present in the selected academic works. The documentary corpus consisted of 24 studies defended between 1996 and 2012, selected through specific filters related to the school context, the Geography curricular area, and teaching and learning processes and methods. The analysis of institutional data revealed the predominance of research conducted at public universities, especially in the Southeast and South regions of Brazil, as well as a higher concentration of master’s dissertations compared to doctoral theses. From a qualitative perspective, content analysis of the abstracts, grounded in Bardin’s framework, revealed the centrality of Environmental Education conceived as an experiential pedagogical practice, anchored in lived space and guided by a critical perspective. The findings also indicate the appreciation of qualitative and intervention-based methodologies, such as action research and case studies.ptEducação Ambiental. Ensino de Geografia. Estado da Arte.Trabalho de Conclusão de CursoCIENCIAS HUMANAS::EDUCACAO