This paper aims to discuss teacher formation in face of sustainability emergence, considering the possible dialogues between Educational/School and Environmental Psychology, based in two intervention experiences in some Brazilian Northeast cities. In Brazil, the school/educational context is historically marked by school failure problem, and teaching practice is an element unmanageable and of the most controversial. By consensus, is expected that educational activity, as intentional and systematic intervention in pedagogical processes, transform social and historically knowledge into school learning.

Hence arises the concern with teacher formation on training and qualification of professionals for such task, which has among its components the environmental issue. On the 2001 National Education Plan this theme became part of school curricula aiming to permeate the entire educational practice. Its focus is both on the physical and biological aspects and, importantly, in the modes of interaction between humans and nature through their social relationships, work, science, art and technology. This expansion of focus is characteristic of evolution in the concept of environmental education, which is incorporating previous concepts from humanities such as attitudes, values, participation, conflict, social groups. Going forward, the centrality of human aspects in education in this broad sense encourages approaches with different fields of social knowledge. Here we highlight psychology, for its potential to treat teacher education as well as to discuss issues related to person-environment interactions and sustainability.

Reflecting on these benchmarks, which fostered experiences that guide this work, it was found joints between School/Education Psychology and Environmental Psychology as contributors to critical and reflective teacher formation. The first experience was a curricular traineeship, held in a public school on the outskirts of Natal / RN, as part of the requirements for completion of undergraduate degree in Psychology. The job lasted a year, involving several actions, most geared to cooperate in the continuing education of teachers, with special attention to the preparation and conduct of classes. Evaluating the experience, became evident that many of proposed interventions were intensely mediated by the environmental psychology knowledge: designing the notion of environmental-person, interdisciplinarity, time perspective, and dimensions of sustainability. Such knowledge also served as reference for a course of teacher formation. The course started with an interdisciplinary approach and focused the discussion on human-environment and methods of teaching and learning issues, aimed at raising awareness about the importance of teachers working these themes, in a dynamic and systematic way, with students in the school context. In both cases, the convergence of reference in School Psychology/Educational and Environmental Psychology favoured reconciliation efforts and interests in the formation of teachers promoters of the ideal of sustainability. Thus, we dare say that such convergence deserves more attention from professional psychologists and researchers whose concern is with academic success covering the establishment of sustainable citizens.