A CRITICAL HERMENEUTICS OF LAW Nº 9.795/1999: LIMITS AND POTENTIALITIES OF ENVIRONMENTAL EDUCATION

Abstract

This article analyzes Brazilian environmental legislation from the perspective of transformative education, focusing on gaps and possibilities for implementation in the Amazonian context. The central problem lies in the ineffectiveness of environmental regulations when dissociated from an educational process that promotes the emancipation of the individual and critical awareness of the preservation of the Amazonian biome. The hypothesis is that, although the environmental legal framework is formally robust, its pedagogical dimension presents gaps that compromise the effective protection of fundamental socio-environmental rights. The methodology is qualitative-documentary, based on the deductive method and critical environmental hermeneutics. The study conducts an interdisciplinary literature review, integrating the regulatory frameworks of the 1988 Federal Constitution and the National Environmental Education Policy (PNEA) with the foundations of emancipatory pedagogy, aiming to identify gaps in material effectiveness in the Amazonian context. The results indicate the need for a legal hermeneutics that integrates critical environmental education as an inseparable element of normative application, aiming to overcome setbacks and consolidate participatory and dialogical environmental governance in the Amazon region. It is concluded that environmental legislation should be understood not only as a limit, but as a foundation for an active and critical ecological citizenship, capable of promoting socio-environmental and climate justice, especially when articulated with traditional Amazonian knowledge.