Between Environmental Journalism Theory and Practice: A Reflection on Teaching Experiences in Brazil from a Critical, Situated, and Engaged Approach

From a diachronic perspective, this article analyzes the beginnings of Environmental Journalism studies in Brazil and traces their changes over twenty years, based on the teaching experiences of researchers/professors who adopt the assumptions of an engaged, critical, and situated practice. We are interested in elucidating the nuances inherent to knowledge production from a context marked by the role of public universities, which, beyond professional training, are strategic institutions for the cultural, scientific, and democratic development of Latin American countries. Inspired by Autoethnography (Ellis, C., Adams, T. E., & Bochner, A. P. (2010). Autoetnografia: Uma visão geral [40 parágrafos]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 12(1), 10), we discuss the epistemological bases that guide Environmental Journalism (Loose, E. B., & Girardi, I. M. T. (2017). O Jornalismo Ambiental sob a ótica dos riscos climáticos. Interin, 22(2), 154-172) and its several application possibilities in the Latin American university education context, especially the reality of Brazilian universities.