Muitos autores reconhecem as dificuldades de avaliar e analisar as repercussões de atividades de educação ambiental devido aos vários processos educativos existentes, à abrangência dos temas e dos objetivos. Se utilizarmos processos de avaliação mais quantitativos, que requerem respostas objetivas, podemos prescindir de elementos que melhor caracterizam a Educação Ambiental. Necessitamos, portanto, de instrumentos adequados de avaliação. Neste trabalho pretendemos destacar os processos educativos em Educação Ambiental e as discussões sobre critérios de avaliação de projetos na visão de vários especialistas
Many authors recognize the difficulties in evaluating and analysing the repercussions of the activities in Environmental Education, due to the various existing assesment processes, the comprehending character of the themes and objectives. If we use more quantitative assessment processes, requiring objetive responses, we may abdicate of elements that best characterize the Environmental Education. Therefore, we need adequate evaluation instruments. In this paper, we intend to point out the educational processes in Environmental Education, and the discussions about the assesment criteria for projects according to various specialists' view
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