Education is a political act, since it is a public issue, but at the same time proposes an epistemology of knowledge and an ontology of Being, which is why this work argues that environmental education (EE), as well as environmental policy, is an affirmative act that proposes an alternative relationship between society and nature. Therefore, EE requires the support of political ecology and environmental justice in order to envision possible solutions to environmental conflicts. In this context, EE fosters a reunion of human beings with nature in conditions of equality by ending the metaphysical assumptions of superiority of the Being. Thus, EE is one that opens human thought towards the otherness in conditions of equality, eradicating from the civilizing horizon the supremacist-racist metaphysical positions of modernity-coloniality. EE seeks to generate a re-existence against supremacist temptations shedding light on the problem of anti-civilization that impregnates modernity. EE is education for critical self-reflection and understanding of environmental complexity. Hence, EE goes beyond the instrumental rationality means-ends in which the banking education and education for the labor world have placed her.