This paper will present a study on school Wandick Gutierrez in Vila do Conde, in Barcarena in the state of Pará The goal is to understand how it materializes practices of environmental education in the school from the insertion of Knowledge and Program Social Responsibility practices in school Wandick Gutierrez: social and educational activities in the neighborhoods surrounding the Port of Vila do Conde - PROSPRS conducted jointly by the Federal University of Pará-UFPa through the Research Group on Education, Culture and Environment-GEAM and Company Para Docks - CDP for the period 2011-2012. The theoretical framework is bolstered by historical materialism dialectical perspective of critical environmental education and this included the analysis of documents related to the program, and school documents, and review of the literature and experiences in everyday school studied. The research involved semi-structured interviews directed the school management, teachers and pedagogical coordination; questionnaires, with students, responsible students, program staff and CDP. Some of the authors who helped us to understand the context studied were: Marx (1967, 1998) Frederico Loureiro (2005, 2007), Marilena Loureiro (2007), Saviani (2006), Paulo Freire (1996, 2000), Frigotto (2012 ) Oliveira (2005), among others. The survey provided an opportunity to realize that in the discourse of the interviewees, and in reading the reports PROSPRS been attempts to relate the actions of the program from the concrete reality of the community of Vila do Conde, the actions taken by the program eventually trigger experiences / perceptions environmental subject in school is not experienced by those, like the construction of gardens and composting at school, however, I understand that such discourses still require deeper knowledge of their own making environment. However, the environmental actions that began in the school environment Wandick Gutierrez are relevant to a discussion reflexive critical for all individuals involved in this process.
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