This article seeks to reflect on – what aspects characterise the possibilities and limits of environmental education actions carried out in schools located in the field? This concerns the Environmental Education and Education of the Camp for the Paraná Education System. Elements of the current theoretical debate in the field of environmental education are indicated (LAYRARGUES, 2012); (LOUREIRO, 2012); (Lima, 2011) and field education (CALDART, 2004); (Souza, 2010) among others. The research under consideration is linked to the Education Observatory (OBEDUC II), with the project “Camp Education in the Metropolitan Region of Stocktiba: Diagnostic, Curricular Guidelines and Restructuring of Political Pedagogical Projects”. The project is based on the research methodology developed in twenty-four municipalities. Preliminary results indicate limits on: low participation of teachers in the preparation of their school PPP; lack of knowledge of the PPP of your municipality; environmental education is poorly addressed in these PPPs; ad hoc, fragmented and disjointed educational practice when mentioned by teachers and managers; pedagogical content of subjects that are separated from the issues and environmental risks that exist in reality in the field; lack of knowledge about the existence of environmental education policies. The possibilities point to school as a social space with favourable leadership for building a socio-environmental identity in the countryside.