Modelos formativos nas pesquisas sobre formação de professores em educação ambiental: enfoques e limitações

This work exposes the state of the art into teacher education in Environmental Education, and aims to identify the teacher training models considered in the area research. The corpus of analysis comes from Brazilian journals in the teaching area, classified as B1, A2 and A1, from 2005 to 2017. After identification of 90 articles, the content analysis of Bardin was carried out and we found four thematic variations: Initial Teacher Training; Continuing Teacher Training; Initial and Continuing Education, simultaneously; and those we do not identify at any level of training. We categorize the works according to the themes that emerged: Teaching strategies; Social and environmental issues; Conceptions / perceptions - questionnaires and interviews; Curriculum; Bibliographic survey / environmental discussions. We could verify that most of the articles has as its focus the study of conceptions / perceptions about environmental education of teachers and future teachers. It is necessary to highlight the lack of discussions about politics and socio-environmental dimension associated to social actions in the research related to teacher training. It is also mentioned, the necessity of increasing the research and courses that contemplate the transforming critical intellectual model, with the purpose of promoting an environmental education that contributes to the emancipation of teachers and students.