Objective The Anthropocene represents an era of escalating environmental crises and profound socio-ecological transformations (Wallenhorst, 2019). These dynamics demand an educational response that transcends disciplinary boundaries and addresses ethical, political, and existential challenges (Latour, 2015; Krenak, 2020). This paper objective is to present a postdoctoral research project, starting in March 2025, which explores how the rhythms of environmental catastrophes (Stengers, 2015) reshape pedagogical practices and paradigms in Environmental Education (EE). Grounded in rhythmanalysis (Lefebvre, 1992; Alhadeff-Jones, 2023), the study spans Brazil and France, examining comparative policies and implementing ecoformative workshops to advance relational and transformative education. Theoretical Framework The study integrates three core theoretical approaches. Drawing on Lefebvre’s (1992) rhythmanalysis and Alhadeff-Jones’ (2023) exploration of rhythmic intelligence, this framework examines how temporal patterns of crises influence educational structures and imaginaries. Morin’s (2016, 2020) ecological complexity underscores the interconnectedness of individuals, society, and nature, fostering systemic perspectives in addressing environmental challenges. These approaches are complemented by Latour’s (2015) reflections on relationality and Krenak’s (2020) critiques of global injustices, providing a critical lens for analyzing the socio-political dimensions of EE. Methodology & Data Sources The project employs a mixed-methods approach, combining bibliographic analysis, documentary analysis, and ecoformative workshops. Foundational texts in rhythmanalysis, transdisciplinarity, and complexity theory provide the theoretical grounding. Key authors include Lefebvre (1992), Alhadeff-Jones (2023), Morin (2016, 2020), and Nicolescu (2014, 2019). Comparative analysis of Brazil’s National Policy on Environmental Education (1999; 2024) and France’s sustainability curricula investigates how policies address rhythms of crises, sustainability, and global injustices. Inspired by Galvani (2020) and Pineau (2003), these workshops engage educators, researchers, and community members in dialogical and artistic practices. Data analysis combines qualitative and lexicometric methods, with discursive textual analysis (Moraes & Galliazi, 2007) identifying emergent themes. Software tools will categorize findings, revealing how educational and policy frameworks navigate Anthropocene rhythms. Results This research aims to position Environmental Education as a transformative field (Loureiro, 2019) addressing the complexities of the Anthropocene. Expected outcomes include rhythmanalysis informing relational pedagogies, emphasizing interconnectedness between individuals, society, and nature. Ecoformative workshops are anticipated to generate novel approaches to educational practices, fostering collective reflection and action about the rhythms of Anthropocene. By bridging Brazilian and French contexts, the project contributes to the global discourse on rethinking Environmental Education in an era of interconnected crises, empowering educators and learners as co-creators of sustainable futures by critically engaging with those rhythms.

BRASIL. Educação Ambiental Por um Brasil Sustentável: ProNEA, marcos legais e normativos. Ministério do Meio Ambiente – MMA e Ministério da Educação – MEC, Brasília, DF, MMA, 2014. GALVANI, Pascal. Autoformation et connaisance de soi. Lyon : Chronique social, 2020. KRENAK, Ailton. Ideias para adiar o fim do mundo. São Paulo: Companhia das Letras, 2020. LATOUR, Bruno. Face à gaia: huit conferences sur le nouveau regime climatique. Paris: La Découverte, 2015. LEFEBVRE, Henri. Élements de rythmanalyse: introduction à la connaissance des rythmes. Paris : Éditions Syllepse, 1992. MORAES, Roque; GALLIAZI, Maria do Carmo. Análise textual discursiva. Ijuí: Editora Unijui, 2007. MORIN, Edgar. O método 1: a natureza da natureza. Porto Alegre: Sulina, 2016. NICOLESCU, Basarab. From modernity to cosmodernity: science, culture, spirituality. New York: State University of New York Press, 2014. NICOLESCU, Basarab. Transdisciplinaridade: uma esperança para a humanidade. In: DRAVET, Florence; PASQUIER, Florent; COLLADO, Javier; CASTRO, Gustavo (org.) Transdisciplinaridae e educação do futuro. Brasília: Cátedra UNESCO de Juventude, Educação e Sociedade; Universidade Católica de Brasília, 2019.