2026-03-252026-03-252025https://repositorio.ifal.edu.br/handle/123456789/1445Environmental Education (EE) constitutes an essential dimension of citizen training, although its school implementation faces structural and formative barriers. This paper presents a self- reflective experience report on teaching practice in the Environmental Education discipline, developed at a public municipal school in São Luís do Quitunde, Alagoas. The study's context is marked by the sugarcane monoculture in the Alagoas forest zone (Zona da Mata), a territory of social and environmental contrasts where pedagogical practice was exercised. The main objective was to analyze the environmental educator's performance in daily school life, identifying challenges, didactic strategies, and the impacts of initial training on pedagogical practice, from the perspective of Critical Environmental Education. The methodology adopted was qualitative and descriptive, based on the "Writing of the Self" perspective and operationalized through Participant Observation and field diary records. The results showed that initial training in Biological Sciences approached EE in a superficial and naturalistic way, which, added to the absence of teaching material and curricular guidelines at the researched unit, required autonomous and self-taught curricular construction from the teacher. It was observed that the students' literacy deficit demanded the adaptation of strategies, prioritizing audiovisual resources and gamification as critical mediation tools to overcome the barrier of written text. It is concluded that the effectiveness of critical EE still depends excessively on the teacher's individual effort to overcome work precariousness and graduation gaps, making the revision of licensure curricula and the implementation of public policies that guarantee material support and planning time urgent.ptEducação Ambiental. Formação de Professores. Prática Docente. Ensino Fundamental.Trabalho de Conclusão de CursoCIENCIAS HUMANAS::EDUCACAO