Social Learning contributes as a guiding proposal for the joint intervention of the local actors and dissemination of methodologies and collaborative activities in socioenvironmental diagnoses. Its principles are active involvement, consultation and public access to participation. Several participatory tools have been developed and have been applied within the principles of Social Learning, such as local socioenvironmental agendas, action research, role playing; world café, participatory monitoring of the streams and socioenvironmental mapping. This article presents the last one applied in different contexts and with different groups of social actors, always aiming to elaborate a participatory diagnosis of the place and reality to identify the wicked problems. Socioenvironmental mapping is a didactic-pedagogical resource used to reflect and rethink about the place. It contributes to elaborate a diagnosis of the local reality and it subsidizes the reflection on the forms of the land use and occupation and its implications for the quality of life of its inhabitants, fostering discussions, possibilities of actions to solve problems and conflicts to improve the quality of life in communities. The map is a product of collective and collaborative construction of the participants. It contributes to transform information into knowledge and establish a bridge between scientific and local knowledge. Consider the following procedures: a) the reality in which the individual lives and how he deals with his immediate environment and his understanding of it, as a starting point; b) the possibility of re-elaborating the individual’s initial understanding of his / her place; c) the way to the development of different types of knowledge for the construction of more elaborate and more critical knowledge. We have applied this methodology with teaching formation, social control and conservation area with positive results of empowering the communities.