Environmental Education in the Elementary School: A Situated and Meaningful Learning Experience

Environmental education is an indispensable task in our days, and the school is one of the favorable scenarios for its development. This paper presents the design and application of a school intervention for the development of environmental education of children students of third and fourth grade of public elementary schools, in a community located in the buffer zone of three Biosphere Reserves in the state of Sonora. The theoretical-methodological approach of the study was developed from the perspective of situated and meaningful learning, with a focus on classroom ethnography. The results highlight the link between the curricular contents and the socio-environmental scenario, the knowledge of children as social actors, as well as the identification of problems and proposed solutions. Through the intervention's own experiences, we discussed around the scope of environmental education in school contexts.