The National and International Policies, through events and documents, stimulate or determine the insertion of the Environmental Education (EE) in the curriculum of Basic Education and Higher Education in Brazil. In June 2012, it was published the National Curricular Guidelines of EE, which are mandatory and reaffirm important aspects present in the debates on the theme in the country since 1990 with the National Environmental Education Policy (NEEP). Based on this assumption, this research aims to discuss the insertion of the Environmental Education in the teacher’s training of Initial Years. To do so, it discusses the understanding of Environmental Education and teacher’s training. The field research was carried out in the undergraduate course in Pedagogy of a public university in the city of Curitiba, Paraná, responsible for the training of mostly state teachers since 1938. As a data collection instrument, it was used the documentary research, which was based on the Political Pedagogical Project of the Pedagogy Course (2007) and the interview with the teacher’s trainers. From the data analysis, the disciplines and the EE conceptions from the teachers were characterized in their epistemological aspects, since they guide their own pedagogical practice, and analyzed based on the ideas of the Complexity of Morin (2001), especially in the work Seven Complex Lessons in Education of the Future (2001). It is possible to affirm that the premise of the EE in the perspective of complexity has not taken place in the university yet and that it is necessary to invest in this process to contribute to the overcoming of the seven “holes” in education identified by Morin along with the construction of his work. The seven complex lessons in education for the future are important ingredients for the thought reform and therefore, for the Environmental Education.