Abstract: Life cycle assessment is a technique used by the industry, which aims to minimize possible environmental impacts resulting from its production. However, in chemistry education, this environmental information has applicability in teacher training. Thus, the purpose in this research is to present the concept of life-cycle assessment as a socio-scientific issue, and to investigate its implications for teacher development, according to Henry Giroux's theory. The research was carried out with 10 Chemistry undergraduate students, and the analysis has a qualitative character, substantiated by reports on academic internship experiences as a tool for data collection. These were analyzed by Laurence Bardin's precepts. As a result, the undergraduate students reframed their experience of chemistry undergraduate studies, towards global, inseparable, interdisciplinary and essential content for critical citizenship education.