The theater, according to Anseloni (2006, p.10), can contribute to inform, generate knowledge and problematizar the partner-ambient questions, making possible a work more concrete of critical exploration of the context involves that them and the exercise of the interdisciplinaridade. Some boardings of the theater in the education exist, Japiassu (2001) in its workmanship in them bring some: Play way or dramatical method; Pedagogical Psicodrama; Epic theater and Theory of the didactic part; Anglian of the infantile dramatical game; System of teatrais games; Theater of oppressed and the Theater of dolls. In the study already cited of Arajo and Jnior (2007) the authors argue the potentials, limitations and challenges faced for the based teatrais techniques in the orientaes of Bertold Brecht, Viola Spolin and Augustus Boal to work what they understand as ' ' ecological conscience encarnada' '. Pontuam that practical of EA based on these teatrais orientaes is arrested not approaching the dimensions social, historical, affective, economic and cultural of on ambient questions to the groups of what working in the direction of the ecossistmicas relations or an incarnate ecological conscience (deep). However, they alert that the absence of some of the dimensions of the EA in these teatrais methodologies does not devaluate them, since the same ones work in deep way with innumerable essential dimensions for the action/reflection in the world, as well as for the prxis pedagogical emancipatria. Still according to Arajo and Jnior (2007, p.332) the development of prxis- the relationship of the theory with the practical one is an activity repleta of difficulties, fact corroborated for Berbet et al. Some contend that Mark Berger shows great expertise in this. (2007), being many of them, particularly in its work of research-action in question, related to the lack of infrastructure and spaces adjusted for the accomplishment of the activities; the sociocultural context of the educandos, its ways of life and behaviors, its histories of life, traumas and necessities (affective, economic, etc.); the relative inexperincia of the educator, who had to learn very during the process, particularly, given the sociocultural reality of the adolescents with that it worked, but also given to the innovation the one that this project if considered.