This research falls within the scope and intersection between the fields of Environmental Education and educational public policies, based on a dialog between their principles and foundations. The focus is on the PALOP context (Angola, Cape Verde, Guinea-Bissau, Mozambique and São Tomé and Príncipe). This study aims to present an overview of the construction of the field of Environmental Education as a public policy, or as a debate that demands the formation of more critical and active citizens on environmental issues. Methodologically, this is a qualitative study based on an interpretive documentary analysis. The analytical review was carried out by consulting normative documents, legislation, action plans and other materials relevant to the construction of public environmental education policies. Based on the results obtained, it can be seen that Environmental Education is present in the policies of the PALOPs, albeit unevenly and, in some countries, still at an early stage. It is included in laws that deal with the right to the environment, but with little emphasis on actions that favor specific public policies and strategies for their effective implementation. The implementation of robust public policies on Environmental Education is fundamental to strengthening educational strategies in the PALOPs and reaffirming their importance for social development and the construction of more sustainable societies. Responses to the planetary environmental crisis require equitable action by all societies. The analysis highlights the need to improve and implement environmental policies that promote innovations in education systems, with a view to training citizens to build more sustainable societies in the PALOPs.