To investigate if the units of the São Carlos Ecological Pole (São Carlos, São Paulo, Brazil) are educating spaces that may contribute to the understanding of the complexity of environmental issues and stimulate a sense of belonging and social responsibility, we interviewed primary school teachers who had accompanied visits to these places and members involved with environmental education in these spaces, and followed guided tours in all units of the Ecological Pole. We have identified that the activities can address issues that espouse the three dimensions of educational practice: cognitive (knowledge), subjective (feelings, principles, ethics) and political. No site alone is able to espouse all parameters considered essential in a valid environmental education work, but considering their sum, we identified that all of them are taken into account. Therefore, we reinforce the idea that the integration of these units would yield a more thorough EE work.