Based on field research with Galibi-Marworno children from Uaçá (Oiapoque/AP), the paper aim is to explore the learning dynamics related to recognition, care and respect for an environment lived by different people, human and non-human. Galibi-Marworno education maintains that children should live freely in the community to develop a strong and healthy body and acquire useful knowledge for everyday activities. The paper intends to show that the extent of this freedom and the possibility of children's mobility depends on the recognition of the characteristics of the different socio-environmental contexts in which these activities occur. An important task of learning is recognizing the different socio-environmental contexts in which daily activities occur, marked by domains of human and non-human “ownership”. Galibi-Marworno children can roam freely within spaces owned by their matrilocal extended family. These spaces comprise the neighbouring houses, the cassava mill (kahbe), adjacent old gardens (capoeira), paths used to reach the river, and the cassava swiddens (roça). All of these spaces are considered to be relatively safe for children to explore. Conversely, they must take care, understand the signals and be respectful at spaces with other owners. They can be people from the same ethnic group, non-indigenous people and even non-humans (invisible people). They must master skills, as the rules of contact, care and respect that must be shown towards these people. This is how the Galibi-Marworno children teach us about socio-environmental care and ethics.