Environmental education as a transversal theme in the school curriculum is a possibility for reflection on a diversity of environmental issues. However, it is observed that environmental
education in the most critical perception, such as rural education, is in a pedagogical proposal against hegemonic making it often invisible in the school space. In view of this problem, the
present work aims to characterize the current development of environmental education in the final grades of elementary schools in the countryside in the municipality of Castanhal-PA and
propose a project to extend critical environmental education with an agro-ecological approach applied to the school space from the local community. The research has a qualitative focus,
being composed by bibliographical research and action research. Initially, we sought to reflect on the development of environmental education in rural schools, identifying the methodological and pedagogical proposals and the main topics addressed in the national scientific productions on the theme. In this stage, the research source was the Scientific Electronic Library Online (SciELO) database from 2007 to 2016. The field research was
carried out in three schools located in the rural area of the municipality of Castanhal in the state of Pará, Brazil. 2016 and 2017. As a result, the bibliographic research pointed to the
existence of an expressive number of works developed from a more conservationist perspective, causing a loss in the intrinsic emancipatory potential of critical environmental education. Regarding the field research, it was verified that environmental education in the municipality of Castanhal has been developed from the conservative perspective, not covering the environmental complexity as part of the discussions in the schools. Finally, it was
concluded that the proximity and interaction between the institution of professional and technological technological training, rural schools and the local community make possible new perspectives and meanings for the rural area, as well as making pedagogical activity more dynamic through dialogue and of field practices.
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