The goal of this article is to contribute some considerations for the formulation of environmental curricula at the postgraduate level. Here the challenges of the environmental education are on one hand the capacity to situate the proposal in reality, recognising the importance of a social project, and on the other hand the epistemological fundamentation and clarity, where the interdisciplinarity is significant. This need is clearly reflected by examining, here in a shallow way, the offer of environmental postgraduate studies in Latin America, which after 25 years of the recommendations of the first meeting of University and Environment, have still a complete validity.
Environmental education; Curricula; Epistemology; Interdisciplinarity