2026-02-242026-02-242026-02-05ARAÚJO, Maycon Wendel de Lima. Percepções e desafios docentes na implementação da Educação Ambiental como disciplina curricular obrigatória no Estado do Pará: um Estudo de Caso. Orientadora: Elisana Batista dos Santos. 2026. 39 f. Trabalho de Curso (Licenciatura em Geografia) – Campus Universitário de Ananindeua, Universidade Federal do Pará, Ananindeua, 2026. Disponível em: https://bdm.ufpa.br/handle/prefix/9241. Acesso em:.https://bdm.ufpa.br/handle/prefix/9241This research analyzed the perception, practice, and challenges faced by teachers regarding the implementation of State Law No. 9,981/2023, which establishes Environmental Education as a mandatory curricular component in basic education in the state of Pará. The study, of a qualitative nature and exploratory character, was developed as a case study. Its objective was to understand how this policy has been interpreted and operationalized in everyday school life. Data were collected through a semi-structured questionnaire applied to four teachers of the subject and complemented by direct observation, and were analyzed through a qualitative approach with descriptive quantitative support and content analysis. The results indicate limited knowledge among teachers about federal and state environmental legislation, as well as a distancing between the normative framework and pedagogical practice. The conceptions of Environmental Education expressed by the teachers proved to be predominantly aligned with the conservationist macrotrend, with an emphasis on nature preservation and changes in individual behaviors, to the detriment of a critical and socio-environmental approach. A significant lack of specific continuing education was identified, as well as insufficient adequate didactic resources and institutional support, in addition to a workload perceived as inadequate for the development of projects and practical activities. The analysis points to contradictions between what is provided for in the law and the reality experienced in the school, highlighting failures in dissemination, training, and material support. It was concluded that, despite the normative advancement represented by the state law, the implementation of the subject still encounters structural and formative obstacles, requiring greater investment in teacher training policies, the provision of contextualized pedagogical materials, and more efficient articulation between the Department of Education and school units to transform the legal mandate into a transformative and critical educational practice.Acesso AbertoLei EstadualFormação docenteCotidiano escolarCarência significativaMacrotendênciaState LawTeacher educationSchool routineSignificant lackMacro-trendCNPQ::CIENCIAS HUMANAS::GEOGRAFIA::GEOGRAFIA REGIONAL::REGIONALIZACAOTrabalho de Curso - Graduação - ArtigoAttribution 3.0 Brazil