The present research addressed the theoretical references of pedagogy and geosciences education, analyzing teacher´s practices in five undergraduate programs in two São Paulo State universities in Brazil. It presents an initial qualitative and quantitative approach, through a case study. Classrooms observations using reformed teaching protocol were made in three programs in Geology, one in Geosciences and Environmental Education Teaching Degree and another one in Natural Sciences Teaching Degree. Thirty separate observations of introductory and high levels courses classrooms (including 25 instructors) were collected and selected in three different categories: teacher-centered, traditional lecture-dominated classrooms (RTOP from 20 to 29), transitional classrooms (RTOP from 24 to 45) and student-centered classrooms (RTOP from 50 to 84). Time for instructor´s experiences varied between 3 and 44 years. The data were collected by more than one observer, and the results pointed that, in all programs classes are predominantly teacher-centered. Pedagogical knowledge is not part of Geoscience instructor formation which reflects in the planning and organization of classes with some deficiencies. These deficiencies were observed especially considering the preparation and implementation of the class, procedural knowledge and classroom communication. A common feature observed in classes is the division between theory and practice (lab classes), by using samples of minerals and rocks, drilling testimonies and computational exercises. The practices come after the lectures that are usually at the beginning of the class which are an application of theoretical knowledge. There is, however, a movement and concern among of instructors to promote more integrated classes and to encourage students to be more active. The classes with the highest score are those in which students present seminars, discussions of book chapters or scientific articles previously read (flipped classroom) and that contribute with their ideas, reflecting about specific content and themes.