The central focus of this research guided us to observe and analyze the communicative practices woven into two public high schools in the city of Cametá: the State Preparatory High School Júlia Passarinho and the Integrated Center of Professional Education of Cametá/National Service of Industrial Learning-State Secretary of Education (CIEP/SENAI-SEDUC). Throughout this movement, we feel the need to elect a new environment for observation, the periformal learning environments, because we believe that, at the formal school spaces, communication practices are still guided in a transmissive view of teaching and learning. These periformal places include the circulation spaces and students' letup, as: canteens, corridors, courtyards, entrance halls, courts, stands, gardens, anyway, spaces in which materialize the heterogeneous relations of students groups. To analyze the communicative practices, we go through the methodological clues of interactional approach in an attempt to perceive the main movements of students, crossed by reflections of important authors of Communication, as well as other areas. The empirical activities, exploratory and of direct contact in the field, were responsible for organization of sample research and most relevant methodological strategies. Thus, from observations and conversation circles with students (that happened in times of breaks and gaps of young), we met an axis of meanings clustered in some specific categories of analysis: "the face to face interaction" was central articulating in the entire process; the "brotherhood", the "cliques" and "isolation" constituted forms of relations and perceived gatherings; the "entertainment", the "routine flight", the "prejudice" and "pretenses" were operators that supported further other discussions at the all studied. In this movement, we understand that the educational process is essentially communicative, in which tensions important elements, such as: the other, the reciprocity, the engagement, the mutual affectation, the constitution of subjects in communication etc. Thus, we see the school as a scenic area where interact actors, who in certain scenarios, play different roles. The dynamics of communicative practices observed during the research revealed features of a process that structures and moves on the centrality of face to face, in which we observe a subtle incidence of technological devices present in some situations of communication. The periformal learning environmentsshowed itselves as spaces, par excellence, of the communication, because in them was possible to observe subjects that constitute each other mutually.
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