This research was developed from the understanding of the dialectical relationship
between nature and society. Environment, ST&I, development, and education were imbricating
on approach to the fundamentals of public policies as an instrument of promotion of rights
through the action of governments, by analyzing the importance of school environmental
education as an asset for scientific training in Basic Education. Inserted in formal education,
Environmental Education is considered a unique formative space for the development of critical
sense, creativity, reflexivity, and the integration of knowledge necessary for the dialogue of
scientific knowledge with other ways of "reading" the world. In this sense, it is either about the
existence (or not) of points of intersection between the Public Policies of Environmental
Education, Basic Education and ST&I in Brazil, and in the State of Tocantins, which enable
Environmental Education, as a governmental strategy, if ra perspective to the future
composition of frameworks for the SNCTI. This is a case study, in which the policy of
Environmental Education is delimited as a "unit-case" intentionally in the context of an
inductive research, applied in relation to its purpose and of a qualitative-quantitative nature as
to the data collected, which articulates different methodologies around an investigation that
involves two contemporary challenges: the development of ST&I and environmental
conservation. The results found allow us to demonstrate that the Environmental Education may
become a perspective for the formation of future professionals to work in the science and
technology sector, provided that, considering its principles and objectives, efforts are made in
a set of public policies that act synchronously to raise the capacitating set of the population as
an all, with reflections for the appreciation, appreciation and recognition of science and
technology as a factor of sustainable development. Thus, promoting the interface between
public policies related to education and environmental education in the context of the review of
ST&I strategies for the implementation of the SNCTI should be a goal for a country that wants
to be prosperous. Human resources training for strategic areas of innovation cannot be at the
mercy of uncertainty, in view of the complexity of social, political and economic dynamics that
challenge the creation of solutions to contemporary socio-environmental problems, which
requires the direction of the policy with a view to sizing the weight of an effective and robust
training agenda that allows the country to position itself better in the future.
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