This paper is based on the monographic work "O Papel da Escola na Educação Ambiental: experiências e perspectivas de professores" ("The role of school on Environmental Education: teachers' experiences and perspectives") in which we investigate how teachers have been contributing to the implementation of environmental education practices in basic schools, conducted through the analysis of the teachers' experiences and perspectives on formal environmental education. In this article, we have emphasized: (i) the methodological design used and (ii) the way the teachers' knowledge interweave with their experiences and perspectives in this area. As consequence, we would like to point out the importance of this knowledge for teachers and for researches in environmental education - through the composition of a repertory of knowledge on environmental education within formal schooling.
Teachers' Knowledge; Narrative Knowledge; Group Focus Technique
