at the Federal University of Sergipe (UFS), with financial support from the National Council for Scientific and Technological

Development (CNPq).

Teacher Training and Information and Communication Technologies (Foptic), affiliated with UFS and CNPq.

the Research Group on Teacher Training and Information and Communication Technologies (Foptic), affiliated with UFS and

CNPq.

to form reflective, responsible, and active subjects in relation to social and environmental

changes. Therefore, with a qualitative approach, this research aimed to analyze teachers'

conceptions and practices on EE in Brazil. For this, a semi-structured questionnaire was applied

from Google Forms, which was answered by 112 teachers from all regions of Brazil. When

analyzing the answers, it was noticeable that the majority (70.5%) of educators have

conceptions and develop conservative practices because they do so according to a naturalistic

bias. This finding shows that it is necessary to emphasize the importance of EE in initial and

continuing teacher training since the teachers will problematize and instrumentalize

environmental issues.

have emerged over time: the conservationist macro-trend, centered on ecology and of a

romanticized nature; the pragmatic trend, emphasizing sustainability through the individual use

of products considered "ecological"; and finally, the critical trend that seeks to integrate the

economic, social, and political context, considering local realities.

the nature of Environmental Education, from its conception to its applicability, the project

aimed to analyze the conceptions and practices of teachers regarding EE in Brazil. Teachers are

responsible for shaping citizens who are conscious, reflective, and active in the socio-

environmental scenario.

(2011), is characterized as an interpretative and reflective process based on the collection of

descriptive data through various means, such as interviews, observations, and cultural

including 23 open-ended and 16 closed-ended questions related to participants' profiles and the

thematic focus of the investigation.

doctoral candidates, and two Ph.D. holders, analyzed the questionnaire for writing, impartiality,

and the objectives of the questions, checking if adjustments were necessary. After the analysis

by these researchers, most questions received approval ranging from 80% to 100%, with

suggestions for rewriting recorded for only three questions.

and validate, especially open-ended questions, to implement a qualitative data treatment. The

procedure involved interpreting a semi-structured questionnaire, investigating the phenomenon

within its current context, and using sources of evidence. The information was systematically

organized to obtain answers to the objectives (Gil, 2008).

degrees, professional qualifications, and duration of involvement in education.

of the Northeast Region at 50.0%, followed by the North at 17.0%, the Southeast at 16.1%, the

South at 11.6%, and finally, the Midwest at 5.4%. Additionally, from the results, it was

observed that there is a predominance of females, representing 58.9%. In contrast, males

account for 41.1%.

permanent teachers in state education networks, totaling 47 individuals. Next are permanent

teachers in municipal networks, with a total of 40, and those employed in this context, totaling

25 teachers. Subsequently, there are professionals associated with other types of contracts,

Elementary School, with 33.11%, and the initial years of Elementary School, with 16.88%.

Subsequently, there are those who work in other modalities, representing universities and

technical courses, among others, totaling 9.1%. Lastly, there is Early Childhood Education,

with 3.25%. It is worth noting that the number of responses exceeded the total number of