Participation as a guiding reference of social practices of environmental education creates the need to articulate knowledge and actions to respond to socioenvironmental issues that have become more complex and environmental risks that intensify. The article develops a critical approach around socio-environmental educative practices within a collective and collaborative approach, emphasizing a culture of dialog, participation, mobilization and potence of action. The emphasis is on the relations between subjective and intersubjective dimensions, and its potential to stimulate the creation of collective identities and communities. This increments the educational potential of spaces within and outside schools, as contexts of horizontal dialogues, mediating experiences of different social local leading persons in the construction of projects of collective intervention.
Environmental education; Social participation; Mobilization