This study is part of a larger interdisciplinary research on environmental education ?(EE) in teacher training degrees of São Paulo University, including two undergraduate degrees and two researches institutes. T?he present research ?considers students as the ?subject of investigation and their? socio-environmental perceptions. This data are hard to find? ?at the? University of São Paulo, drawing attention to the potential that researches like these have for contribuiting to develop of more robust environmental culture??. The driving question? in the context is: How pre-service teachers in biological sciences and geosciences identify their qualification in environmental education and sustainability culture? Data were collected with an online survey, divided into three sections: EE in the undergraduate degree; EE in the everyday; and EE on the campus. The? questions were organized with 19 multiple choice ?questions? and 6? open-ended questions? about their EE knowledge, values and action or projects participation. 118 students ??participated and based on personal identification of one′s own gender, we have, 65.3% female, 33.9% male and 0.8% identified as? others. The results indicated that the dimensions of EE knowledge, values and means of participation were imbalanced? in both courses. Students??? considered themselves environmentally educated but? their environmental performance is steal weak, far from sustainability purposes?. Data also indicated that university extramural activities are essential in the environmental education process ?involving students that can develop the desir?e and the capacity for lifelong learning. EE in the curriculum? at universitary courses and improve students participation in reaserch projects are also important to foster better learning opportunities to their students.
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