The educational and curricular struggles that take place in the Amazon are struggles for life, ethics and human emancipation, which must be understood, beyond economic and educational factors. We understand as a pedagogical foundation for the strengthening of the alternation of an agroextractivist Amazonian family school in Amapá, is to propose innovations in the educational praxis, and to understand that school education is not only the fulfillment of the established contents, but that the know-how-to-do, are related to a conception of education that transforms lives and forms citizens committed to the socio-environmental development of the territory. As part of the development of actions aimed at the territorial units of extension and research, especially in the territories of EFA's from Carvão, Macacoari and Bailique, the UEAP team sought to propose an innovative methodology for the construction and elaboration of pedagogical projects, in a way that prioritized the construction dialogic and collective based on the perspective of Freire's popular education, based on the Socio-educational Cartography of the aforementioned Family Schools.

The socio-educational cartography is constituted as a methodological strategy for the dialogic construction of the Pedagogical Proposal of the Family Schools, which are directly linked to the territories of Bailique, Beira Amazonas and Carvão (Mazagão), which makes it possible to understand the territory as a space of practices, in which, despite its uncertainties regarding the educational process, it transforms and strengthens the socio-educational diversity of the Amazon, by interrelating the sustainable use of natural resources, the way of life of the populations, as food for the educational process, anchored in a popular education of the peoples of the waters , field and forests. The relationship of complementarity between sociocultural, educational and environmental issues leads us to a thought of complexity, as it is about seeking the relationships and inseparability between local knowledge and the educational process.

Therefore, cartography gave voice to the subjects that make up the school community, integrating the actions of school-time and community-time to the principles of alternation. The movement of construction and elaboration of the cartography was based on meetings with teachers, technicians, associations and families, which constituted the main strategy for training empowerment, understanding and their effective intervention in the materialization of the pedagogical proposal.