The objective of this work is to reflect about the importance of human and conceptual investment in the insertion of the Environmental Education in the process of teacher training. This is a Case Study, empirical, carried out in two University Centers (Lorena and Barra Mansa) that are meaningfully working with teacher training. In the data collection process, the work followed the Case Study methodology according to Yin (2001), as to sources and varied evidences. The data received quality and quantity treatment, depending on the nature of evidence. In this sense, the study shows that, although teachers who carried out the research had a few or no notion of the importance of the Environmental Education, they know that such situation can be improved, even in the discussions at the University and in the replanning of pedagogical projects in the courses for teacher training. In this sense, the usual questions about "what do I need to know to teach?", "why and what to teach?", come together with "how to teach?" in the building of a environmental knowledge based on the social and human commitment necessary to teacher training in order to surpass the environmental dispedagogy.
environmental education; teacher training; environmental dispedagogy