The environment constitutes a system formed by natural and artificial elements that interrelate and are modified by human action. There are multiple ways to protect the environment with different regulations. All this depends on the biological and landscape richness of the environment, which leads to limiting use in those more fragile places or of greater ecological value. The declaration of a natural space as a protected area should not be conceived as an obstacle, but as an opportunity for local development. The objective of this study was to evaluate the environmental perception of educators in the field of the Agroextractive Family School of Carvão, municipality of Mazagão, Amapá and its influence on the construction of environmental awareness in the school. The research subjects consisted of nine teachers who act as educators in the field at the School.The data collection instrument adopted was the semi-structured interview, containing 12 questions. The data collected from the closed questions were classified and tabulated into numerical variables, while the data obtained from the open questions were categorized using content analysis. Of the interviewees, 100% have undergraduate education, of which 44% only have some type of specialization. Most teachers (44%) work between 1 and 3 years in school, while 10% work less than 1 year. All educators approach in some way the theme environment in their programmatic contents. Different conceptions about the concept of environment reflect the formation of each interviewee, with convergence in ideas. At the end of this study, it was possible to notice that the educators of the field approach the contents about the environment with their students in a varied way and adapted to the curricula of the disciplines. The actions of educators are positive, because it is understood that environmental education addressed by them in each discipline contemplates the theme environment in an individual and interdisciplinary way. Educators work from a methodological conception focused on the community that contributes in a systemic and contextualized way to raise the levels of education, participation, communication, commitment and integration of students, the population and other social actors to transform the path of action against the degradation of the environment.
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