Environmental education: from theory to the floor of the school

This article presents the synthesis of a research conducted in primary and secondary schools of Curitiba. The research was conducted to understand how teachers and educators from those schools perceived, and worked environmental issues; more specifically environmental education. The study also focused on whether the teachers felt prepared to work with environmental education. The research was based on a critical benchmark of environmental education; on authors who have discussed challenges to overcome knowledge fragmentation, as Edgar Morin and Enrique Leff. Results indicated that little progress has been made in inserting new theoretical and pedagogical methods to the current pedagogical practices, which are insufficient to face the environmental complexity that the current moment requires.