The psychopedagogical approach of the concept of ecological literacy is constituted as a fundamental direction of the development of the pedagogical model for the formation of the ecological activism, from the perspective of the curriculum paradigm. This study suggests a thorough analysis of the concepts that regard the ecological education. There are explained the basic concepts, such as: ecological literacy, ecological identity, environmental activism, ecological education. The ecological literacy is the ability to process information, with the goal of taking daily decisions, based on the experience of the environment. Simmons (1998). One that is ecologically literate is able to understand and discuss about the environmental problems, in order to identify solutions for the improvement of the situation (Mac, 2003). The study of the scientific literature on this matter,emphasizes 3 levels of ecological literacy: the nominal level – basic knowledge about the natural systems that make life on earth possible and their interaction with the human society; the functional level – the acknowledgement of the environmental problems; the operational level – taking actions to improve the local and the global environment [6].