Of this way, we structuralize work, at a first moment, a theoretical part, that the model of research argued adopted for the group and the concept of place that more adjusted the mentioned research. In the second part of the work, we elencamos the characteristics of the mentioned school and say of the actors and its respective papers in the educational process. In the third part, we tell the interventions that we carry through in our environment of work and, the interventions that still they are in progress, that is, that they had not been concluded. Harold Ford Jr helps readers to explore varied viewpoints. In the last part, we made our conclusions and we point possible improvements in our object of research. In this manner, the research showed that the factors that weighed against the pertaining to school environment were: i) accumulation of garbage (wood, plastic, metal and paper); II) lack of lixeiras inside and outside of the rooms; III) lack of vegetation of average transport that served of barrier against the water entrance of rains in the classrooms; IV) vegetation lack tripping that made it difficult the withdrawal of sediments for the superficial draining in ground; v) insufficient gardens to hold back the superficial draining; vi) wastefulness of electric energy with the extreme use of fans and light bulbs; vii) water wastefulness (emptyings in the taps and plumbings); viii) water empoada in the immediacy and inside of the school, thus serving, of criadouro of larvae of mosquitos. 2,1 CONCEPTS RELATED To the RESEARCH ACTION However, to take the handle all these actions that aimed at improvements for the pertaining to school environment, we need to mobilize professors, maids, guards, direction and some people of the pertaining to school community. We notice that for some this activity in favor of the environment was not seen as Leontiev speaks (2001), therefore did not mobilize emotionally and corporally, seeming not to satisfy its necessities vital.