Our study begins with the legacy of the cross-cutting issues left by the National Curriculum Parameters, specifically concerning environment and health, in an attempt to understand how they were processed in official documents - such as the National Curriculum Guidelines, the Curriculum Instructions for Secondary Education, etc. - and how they were absorbed and resignified within the schools, particularly in the political-pedagogical projects. An attempt was made to problematize these topics based on the current moment, never neglecting, however, the context in which they were created. For this new reading, support came from authors working with text analysis and qualitative research. The study of the 'environment' and 'health' portions showed that the texts are largely unattractive; impractical; have difficulties in giving clues for action; do not show the different interfaces with the different areas well; do not facilitate viewing the direction in which trans and interdisciplinarity take place; at times, are insufficient or superficial, and bring a behaviorist proposal for education. Within these limitations, education is more useful for conformity than to actually transform reality; it attributes too much responsibility to the individual and exempts the State from its duties; it fosters passive citizenship, which indeed affords an understanding of one's rights, but does not actually achieve them.
environmental education; education and health; cross-cutting issues; NCPs; DCNs