CONTINUING TEACHER EDUCATION FOR ENVIRONMENTAL EDUCATION: FROM DISCOURSE TO CLASSROOM PRACTICE

Abstract

This article aims to analyze how continuing teacher education contributes to the implementation of Environmental Education in pedagogical practice, considering the gap between institutional discourse and classroom actions. This is a qualitative study developed through bibliographic research, analyzing scientific publications related to teacher education, Environmental Education, and pedagogical practice. The analysis revealed that although Environmental Education is widely present in official documents and school curricula, its implementation in everyday school practice remains fragmented and occasional. The results indicate that continuing education is a central element for consolidating critical environmental pedagogical practices, provided it is understood as a continuous, reflective process connected to school reality. It is concluded that continuing teacher education, combined with institutional support and consistent educational policies, represents a fundamental path to bridging the gap between discourse and practice and strengthening Environmental Education in the school context.