The intensity of the seasonal dynamics of the river, associated with the extreme events caused
by climate change and the action of man in the territory, bring to the landscape of the floodplain
a deep inconstancy and vulnerability. Knowledge about the impacts of such events on schools
and riverside communities is still incipient and fragmented. This epistemological vacuum
contributes to the generation of misperceptions that are distant from the understanding of the
complex mosaic, physical, geographic, biological, ethnic and social, which forms the whole of
the floodplain. This research was carried out in the micro-regions Tapará, Urucurituba and
Aritapera, on Ilha Grande Tapará, north of the municipality of Santarém. It aimed to carry out
a socio-environmental diagnosis of the communities and identify the impacts of seasonality and
natural events and their extremes on the communities and schools of the floodplain, identify the
vulnerabilities and potential of the floodplain. The achievement of objectives was achieved
through a quantitative/qualitative, multi-method, interdisciplinary approach to data generation
and analysis. It is concluded that natural events and disasters, such as overgrown and fallen
land, seasonal and dry waters, have different impacts on communities. The Microregions under
the greatest environmental pressure from fallen and overgrown lands and pressure from
seasonal water extremes are: Aritapera and Urucurituba. The micro-region of Tapará has lower
exposure rates, but is subject to the unpredictability of these phenomena and the manifestation
of subsidence, which led to the interdiction and loss of three school buildings within 10 years.
The impacts of large and medium proportions on the physical structure resulted in the loss of
didactic and pedagogical material (maps, globes, books); equipment (wallets, boards, kitchen
utensils, school meals); eviction of students and teachers. There are multiple natural phenomena
and human interventions that contribute to the floodplain being an environment composed of
numerous vulnerabilities capable of affecting the school life of children and adolescents and
interfering and limiting pedagogical practice. The nuances of seasonal changes can surprise
each year, and thus reduce or increase the degree of vulnerability, sensitivity and exposure of
communities and schools. These phenomena generate consequences of several orders:
financial, emotional, geographic, environmental, limitations and damages to the exercise of
pedagogical practice in schools in the lowlands of Santarém. These events, potentiated by
climate change, present themselves as challenges
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