Between Theory and Practice of Environmental Journalism: A Reflection on the Brazilian Teaching Experience 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 of 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 et al., Citation2010), we discuss the epistemological bases that guide Environmental Journalism (Loose & Girardi, 2017) and its various possibilities for application in the context of university education within Latin America, especially the reality of Brazilian universities.