**Abstract**

This chapter describes at first the program Guamá Bilíngue (name referred to the river along the university bank which is part of the Amazon Basis) that, from the Universidade Federal do Pará (UFPA in Portuguese acronym meaning the Federal University of Para State) and its purpose of social transformation through the foreign languages teaching/learning process. Then, is to divulge the proposal to produce a textbook for future English classes in the program, especially because it is where students can discuss about the Brazilian Amazon Forest to generate critical consciousness about taking care of it. So, it will be presented some steps to that creation considering the theoretical framework and the objectives that students must reach in this program. Some authors are mentioned as a researching base but are not present in this paper.

**Keywords:** Guamá Bilíngue, foreign languages textbook, Brazilian amazon forest, students in vulnerability, amazon conservation studies

### **1. Introduction**

We are the fruit of a society whose unique technological moment is shaping us. It is really a very hard situation and as well as a very hard issue to talk and deal with all the (almost endless) conditions on the schooling in the riverbanks all over the world and assure those populations a quality education or even any education at all.

It is not—and it is never going to be—a beautiful sight. Brown children among wastes do not go to billboards, do not they? Even if they are cuties offered by the Amazon rainforest. However, the forest peoples are not only those who have lived in the forest. Students in the peripherical areas of the main cities are as uncared by the government as the autochthonal ones. And there comes the environmental/social/cultural education that can provide a new perspective to adolescents in public schools as a way of reaching the formal work market or even taking them out of the shantytown dirty streets.

Awaking a critical view in the enormous population of poor students is an impossible task if it is taken as a whole. But when a free language course is offered to such public, as a lure, to bring them to a new paradigm of thinking and learning, important themes can be discussed. So, a foreign language textbook is built especially for this public—adolescents in secondary public schools—aiming to provide them a game-changing.

In other words, the proposal is not a social experiment or just teaching languages. The discourse implicit in the whole project, whether in the texts, in the parallel research, or in the training to take over a classroom, is very simple: education, as a right guaranteed in the Brazilian constitution, offered in the classroom is, to a large extent, involved with the discourse of that elite that seeks to maintain the status quo of the minimum quality of public education and that it is up to Guamá Bilíngue1 to raise its voice and offer didactic materials and activities that can provide the necessary inputs for students to find their academic path in the midst of what the contemporary school is offering in the way of education.

And there is an important advantage: environmental care in the Amazon region is as needed as the forest itself; then, teaching English while teaching respect and conservation may be, or shall be, an opportunity for adolescents, volunteers, and society.
