This article discusses how schools can promote feminist poetic literacy that challenges the hegemonic view of the literary canon, affirming the power of women's writing as an insurgent practice against neoliberal oppressive forces. The bibliographical research is grounded in Feminist Critical Theory, Critical Environmental Education, and Aesthetic-Environmental Education, analyzing women's poetic writing in the context of one Teaching Project. We demonstrate that the literary canon was constituted in a misogynistic way and that the publication of women's writings was denied to them as part of a project of expropriation. We also reflect on literary writing by female authors as an insurgent practice in the face of the oppressive dynamics of neoliberal domination devices. Finally, we show that the study of the poem genre, in dialogue with Environmental Education, emerges as a possibility to generate alternative ways of being and existing in the world.