This article presents and discusses some results of the authors' analysis of international and national institutional documents related to environmental education from the 1970s to the present day. The aim of the study is to present a critical characterization of how environmental education is conceptualized and introduced through the ongoing worldwide educational reform movement. The results presented in this article highlight the influence of the globalized and globalizing international political program for sustainable development on national educational proposals. The shift from the previous institutional discourse related to environmental education towards a more explicit economicist view of the world is discussed. The purpose of this article is to stimulate discussion about some of the foundations upon which educational policies and other national initiatives related to environmental education rest, and to introduce elements that could enrich their conceptual and ethical dimensions.

L’impulsion fournie par les conférences et les documents de l’UNESCO-PNUE pour légitimer, institutionnaliser et développer l’éducation relative à l’environnement (ERE) est certes remarquable. Les propositions qui en émanent agissent encore en tant que balises pour concevoir et mettre en œuvre des programmes et des projets dans les différentes régions du monde. En raison de l’importance d’un tel appui et d’une telle influence internationale, il convient d’examiner la teneur de ce discours formel et d’engager une discussion critique à cet effet. Les principaux résultats de notre analyse montrent que dans les propositions internationales liées à l’ERE, l’éducation est généralement considérée comme un instrument au service de la protection de l’environnement, qui à son tour, est généralement associé à un ensemble de problèmes de gestion des ressources, que le développement permettra de résoudre ; quant au développement lui-même, il est mal défini ou encore il est principalement associé à une croissance économique soutenue. Outre une discussion sur les principaux aspects de ce discours, cet article met en lumière certains éléments qui sont généralement négligés dans les propositions internationales : il s’agit de points de vue complémentaires ou divergents. L’étude que nous avons menée s’avère particulièrement pertinente au regard des réformes éducatives qui s’opèrent actuellement dans de très nombreux pays.

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The adverse effects of climate change are leading producers to adopt endogenous strategies. Nevertheless, the involvement of women in the adoption of adaptation practices was assessed in the localities of Abengourou, Gagnoa, Soubré and Vavoua. Interviews with cocoa farmers, 69 female and 288 male, show that drought (77.8%) is one of the most observed climatic factors by farmers in cocoa farms. In order to reduce the effects, 27% of women farmers preferred to set up nurseries close to water points and at home, compared to 15.2% of men. 73.7% Women leave the plants for 4 months before planting compared to 59.2% of men. In soil fertility management, 67.9% of women use leguminous plants as cover crops, compared to 52.8% of men. During the rainy season, they ferment the beans for 6 days (35% compared to 22% of men) and harvest the pods at least once a week (16% compared to 1% of men) in the absence of rain. Women are strongly involved in the adoption of practices at all stages of cocoa production. In terms of adaptation, it would be important that the practices identified be integrated into the training of women producers to enable them to be resilient.