This article aims to present the epistemological foundations of Socio-Environmental Education from a
theoretical study carried out with a view to the assumptions that guided Environmental Education from
the 1970s. This is, in this sense, a bibliographical research carried out in books, documents,
articles and periodicals, in which it was questioned: the guidelines that have guided environmental
education in recent years indicate which epistemological relationships of socio-environmental education?.Data analysis was performed using the technique of content analysis, with the aim of
generating interpretations, inferences and categories that unveiled epistemological elements of socio environmental education. The compiled material was structured in three pillars (categories): a) nature
and society relationship; b) environment and heritage relationship; c) environment and citizenship
relationship. These categories were mainly supported by the Complexity of Knowledge Theory, from
the point of view of Edgar Morin (2007, 2010), Morin, Ciurana and Motta (2009); in the
Environmental Complexity proposed by Enrique Leff (2003) and in the discussion about
interdisciplinarity based on the conceptions of Silva (2009) and Fazenda (2011). It is concluded,
therefore, that the epistemological bases of socio-environmental education evidenced by the research
align dialogues and conceptions of knowledge for understanding and acting on socio-environmental
issues in a complex, interdisciplinary way and make it possible to design/articulate practices
educational transformative.
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