The purpose of the present research is to identify on “Revista Química Nova na Escola (QNEsc)”, since implementation of PCN until present date, how “Chemistry and Environment Education” has been articulated. The content analysis was used for identification of actual concepts and meanings. The results bring forward that, just ten years after the incorporation of environmental education into official documents, the publication advances to overcome a technical and preservationist view about environment issues, whose production is product and producer of practices in classroom, where the main discussions are: garbage, water and atmosphere. Indicates the need of a larger criticism about environment issues on the magazine publications, seeking provide a chemistry education that incorporates environmental complexity and that has the intention to greater the society understanding of science and scientific knowledge
