Environmental Education, defined as a strategy and action-oriented model for achieving sustainability was formalised at the Rio Summit in 1992, strongly inspired by the Brundtland report entitled Our Common Future (1987). From the early 1990s, the principle of shared responsibility for achieving sustainability was taken up as a necessary reality at multilateral environmental summits, bilateral meetings, cooperation programmes and actions promoted and developed by civil society following the methodology of development partnerships. The question is to analyse and understand the impact of these multiple initiatives in promoting a fair, equitable and balanced socio-environmental relationship. Environmental education has gained relevance due to its proximity to local problems. It is also possible to adapt depredatory behaviours toward species of fauna and flora and ecosystems. This methodology contributes to the creation of a critical awareness that generates conservation actions, especially with regard to endangered and endemic species, as well as environmental preservation. Brazil has been considered a forerunner in environmental education, either through the action of the State and its Ministries of Environment and Education, or through the mobilisation of civil society organisations, the Environmental Nongovernmental Organizations. Networks have been created, involving different interlocutors, following the methodology of establishing partnerships. From an environmental point of view, Brazil is also identified with socio-environmental problems with a strong international impact, such as the deforestation of the Amazon, biopiracy evidenced by the trafficking of species and the misappropriation of indigenous knowledge and the large-scale production of genetically modified organisms for economic purposes. In the context of the South Atlantic, particularly on the African continent, socio-environmental dependence on Nature is assumed as a precondition of families’ daily survival, but also as a source of acquiring income. In these countries, the difficulty is evidenced by the weakness in the identification of socio-economic alternatives that ensure the protection of Nature, which results in a worsening of the environmental burden. Brazil’s cultural and historical proximity to some African countries, conventionally defined by the concept of Lusophony, is a facilitator, allowing the progressive adoption of environmental education actions. The analysis presents cases that illustrate Brazil’s strategic influence in Lusophone African countries, namely the Lusophone Environmental Education Network, the International Congresses on Environmental Education in Lusophone Countries and partnership projects.