| Summary: | The article analyzes environmental education in the Pisba páramo, first of all, based on some tools that could allow educators to consolidate a course of environmental education, such as teacher training, a broad conception of the environment, teaching from the local to the global, a critical position, their transformational role, a democratic-participatory aspect, transversality, and specificity. In addition, paradigmatic notions such as environmental lawand nature as a subject of rights are presented as axes that should guide the educational practice. Secondly, the methodology of discursive analysis was used, focused on the identification of interpretative repertoires on environmental education of some teachers and school administrators of municipalities in the jurisdiction of the Pisba páramo. To this end, we present the connection between repertoires and environmental education based on the conditions of educational institutions, teachers, students, and their families, in an area of natural wealth, resource exploitation, and environmental conflicts, all of which influencesthe implementation of environmental education and the perspectives on the territory and environmental justice.
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