When considering the complexity of socio-environmental issues in political, economic, cultural and educational aspects, and understanding it as the intrinsic relationship between the different areas of knowledge and the experiences in society and the use of natural resources essential for human existence, we can affirm that Environmental Education (EA), is linked to the knowledge constituted in daily experiences and in the direct relationships that we establish between man and nature. In this perspective, this research aimed to understand the educational praxis and teaching knowledge about AE at the Macacoari-EFAM Family School, located in Foz do Rio Macacoari, in the community of Nossa Senhora de Nazaré, in the municipality of Itaubal-AP. Specifically, the scope of this was through reflection on the emergence of formal environmental education and its presence in the formation of ecological subjects in the Amapá Amazon. Therefore, the context of the locus of research and the detailing of the teaching profiles present at EFAM was necessary, coming to highlight knowledge and experiences of them, when developing the environmental theme, in addition to being able to locate the elements that make up the styles of thoughts present in teaching praxis related to AE. This is a case study with a quali and quanti approach, which, through collections of information in the field carried out in documents, direct observations, semi-structured interviews and conversation with educators, constituted the understanding that the AE developed at EFAM, despite its agroecological character, there is a prevalence of romantic or naturalistic and anthropocentric or utilitarian currents known as preservationists, constituting a praxis permeated by the Ecological Thinking Style sustained by the conservationist or recursive concept of EA, indicating the importance of education of educators with ecological principles that can contribute to the construction of transforming EA and thus make it possible to form ecological subjects.
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