This paper work is a study of social changes in educational practices of the community of Nova Vida, made up of small family farmers and fishermen, located in Barcarena, Eastern Amazonia (PA). The work articulates the concepts of culture and educational process to develop an analysis of socio-spatial relations of this community, shaped by both the environmental context of the Amazon forest as the determined by changes in the compulsory relocation suffered by their families and promoted by transnational ventures linked to production of kaolin. This means seizing the old and new educational practices of the community, promoted both by changes in environmental context that are imposed, and for its insertion in a broader field of mobilization and organization socio-political critiques of transnational ventures in the region. In this analysis, we assumed as a conducting wire a study of two cases of compulsory displacement experienced by the community, imposed by the company of transnational capital Pigments Para S/A, with the concurrence of the state of Para and Federal Government agencies. Thus, the crux of this work can be translated into the following question: How territorial dynamics resulting from the presence of the mining company and the displacements of the community instituted new knowledge and procedures, new agents, processes of teaching and learning, pedagogical content and objectives to the cited community? To answer this question, we adopted the ethnographic method, documentary research, open interviews and the life history, emphasizing the identification of social actors, the different knowledge that will be imposing through by social changes caused by displacement and models teaching and learning that are being taxes, proposed and invented. The work begins with the context of the community in the dynamics of capitalist restructuring in Barcarena then presents the social organization and cultural of the community, followed by the description of both the process of displacement suffered by the community and its impact on knowledge and practices culminating with an analysis of the current situation of the community and their learning as a political subject.