Abstract

The chapter presents a perspective on the need for articulation of science education with environmental education in the context of the Anthropocene. The great diversity existing in Latin American approaches does not allow consolidation of a single socioenvironmental identity. Although committed to environmental sustainability, alternative demands from plurality and search for epistemic justice make it possible to identify different variants that range from dominant approaches of education for sustainable development to the extreme of critical environmental education committed to the construction of a didactical of science and the environment. This desirable articulation allows us to assume the challenge of the “socio-political turn of science education” linked to socio-cultural and territorial change by participating in the resolution of conflicts and urgent problems and socio-environmental issues linked not only to the ethics and moral development of students but also to social change associated with alternative economic models.