ENVIRONMENTAL EDUCATION IN TEACHER TRAINING: FROM THEORY TO PRACTICE

Abstract

This article analyzes the inclusion of Environmental Education (EE) in teacher training, based on a systematic literature review conducted between 2015 and 2022. The qualitative, exploratory research aimed to understand how EE has been included in undergraduate programs and continuing education processes, identifying advances, limitations, and possibilities. Forty papers, including articles, dissertations, and theses, were selected based on inclusion and exclusion criteria. Content analysis, based on Bardin (2016), allowed the categorization of the works around four axes: EE approaches, training levels, methodological strategies, and educational outcomes. The results indicate that, although there are successful experiences of transversal and interdisciplinary inclusion of EE, a fragmented approach, limited to isolated disciplines or specific projects, still predominates. It was also found that continuing education represents a relevant space for redefining teaching practices, while the use of digital technologies emerges as an innovative possibility for strengthening EE. The conclusion is that, despite theoretical and regulatory advances, a gap persists between the provisions of official documents, such as the BNCC (2018) and BNC-Formação (2019), and the reality of training curricula. Thus, the need for institutional policies that consolidate EE as a cross-cutting axis in teacher training is reinforced, contributing to the development of critical and transformative educational practices.