What all have in common, according to related informative, is the fact of that: ' ' The state not yet has no community quilombola with lands titleholders. (…) The definitive heading of ownership of the lands will prevent the pressure that today suffer the traditional communities on the place where vivem.' ' What if it can evidence, and in detriment of the conquests, the fight of quilombolas for the recognition has not been easy. This without counting on factors as proportionate the indiscriminate development for the capitalism, consumption and wild forms of production e, therefore, not sustainable, that at risk put the preservation of the environment, the education, and the culture of this people. Considering itself that the school quilombola must have perception sharpened of the inherent knowledge to these communities for the livening and maintenance of its roots and the preservation of the environment. In what it relates the National Curricular Parameters for the Environment (1997. P. 14) Problematic the ambient one demands changes of behaviors, of quarrel and construction of forms to think and to act in the relation with the nature.

This becomes basic a more including reflection on the process of learning of what one knows to be important, but that it is not obtained to enough only understand with intellectual logic. What we believe to justify the inquiry of this aspect of the school of remainder of quilombolas, considering it education as basic process of affirmation of the identity, reach of the dignity and construction of the concepts of preservation of the environment and citizenship. Warranting still the study for the possibility of construction of quantity on these communities and the study of the form as if it perceives the ambient education and if it makes the view of its principles and beddings as well as of the local culture. PROBLEM The peoples quilombolas characterize the resistance of the blacks run away and not run away from the farms in search from freedom and improvements in the quality from life.