Environment and education in theoretical dialogue with the Environmental Psychology Working Group

Dayse da Silva Albuquerque; Larissa Medeiros Marinho dos Santos; Raquel Perez-Lopez; Nikolas Olekszechen; Ada Raquel Teixeira Mourão; Gustavo Martineli Massola; Maria Inês Gasparetto Higuchi; Karla Patrícia Martins Ferreira; Gleice  Azambuja Elali; Hellen Chrystianne Lúcio Barros; Ana Paula Soares da Silva

doi:10.1590/1982-4327e3635

##article.authors##

Dayse da Silva Albuquerque Federal University of Amazonas https://orcid.org/0000-0003-1745-8336
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Larissa Medeiros Marinho dos Santos University of Brasília https://orcid.org/0000-0003-4906-4163
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Raquel Perez-Lopez Complutense University of Madrid https://orcid.org/0000-0002-6019-5984
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Nikolas Olekszechen Centro Universitário Cesumar https://orcid.org/0000-0003-2443-7592
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Ada Raquel Teixeira Mourão Federal University of Piauí https://orcid.org/0000-0001-6022-7045
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Gustavo Martineli Massola University of São Paulo https://orcid.org/0000-0002-1601-9211
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Maria Inês Gasparetto Higuchi National Institute of Amazonian Research https://orcid.org/0000-0001-6525-4018
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Karla Patrícia Martins Ferreira Universidade de Fortaleza https://orcid.org/0000-0001-9374-4890
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Gleice Azambuja Elali Federal University of Rio Grande do Norte https://orcid.org/0000-0001-5270-4868
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Hellen Chrystianne Lúcio Barros Federal University of Amazonas https://orcid.org/0000-0001-5586-463X
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Ana Paula Soares da Silva University of São Paulo https://orcid.org/0000-0002-0212-2402
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DOI:

https://doi.org/10.1590/1982-4327e3635

Keywords:

environmental psychology, schools, education, psychological processes

Abstract

This theoretical essay examines the interface between Environmental Psychology (EP) and Education, addressing the limited recognition of physical, social, and natural environments as active dimensions of educational processes. The objective was to identify contributions of Brazilian EP to qualifying school, urban, and community environments, based on the production of the Environmental Psychology Working Group between 2000 and 2023. The method consisted of a theoretical review and a documentary survey of the Lattes Platform. Results highlight four axes: indoor school environments, inclusion and accessibility, connectedness to nature, and educating territories. EP provides solid foundations for understanding spatiality as a constitutive component of education, contributing to territorialized pedagogical practices and public policies that recognize the environment as an educational agent. Possible implications include expanding research on person–environment relations, strengthening intersectoral actions, and integrating EP principles into teacher education.