In the moment a problem, an issue, some information enters any school, is changed, and is addressed within the school frame and in the school terms. This process should not diminish the importance or value this issue had in the real world, should not be taken out of context or lose significance. Teachers, as they were formed in this way, simplify contents and translate them into activities pupils can comprehend. Then, schools become only a translator or filter of usual situations or problems.

Two new proposals appear in the provincial curricula: transversal issues and methodology of didactical projects in order to favor the treatment of what and how to teach.

This work proposal was prepared for the 2° cycle of the EGB (4th, 5th and 6th grades) and uses the Coastal Biodiversity Map as a didactical resource. We selected Environmental Education because it represents the transversal subject that incorporates different matters in an interdisciplinary way to find answers to regional or local problems addressed by classroom projects.

We understand Environmental Education as “the preparation of individuals to the comprehension of the main problems of the contemporary world, providing them with the technical knowledge and the skills to carry out a productive role aimed at bettering the quality of life and protecting the environment, following ethical values”. (Tbilisi Conference.: 1977).

Regarding this point of view, we consider Environmental Education as a transversal subject that addressed the EGB curricula. This concept, “transversal” is used to qualify questions that necessarily should be considered from several disciplines. We could add to this explanation: “transversal is the content that involves demands, social, labor and community concerns related to issues, proceedings and attitudes of general interest. This transversal approach requires the support of different disciplines and spiral logic, with several levels of complexity or depth depending on previous knowledge, interests and other issues derived from each particular school. (M.C.y E.N. Chapadmalal.: 1997).

The themes focused by Environmental Education, require the obligatory involvement of another subjects, so traditional boundaries of those disciplines are trespassed.

We understand that an interdisciplinary study and research is needed to comprehend and solve current problems or issues that to be able to be faced requires joint work of different sectors of knowledge and investigation".
(Torres, J. : 1994).

We identify classroom projects with a didactical proposal that organizes teaching and learning around significant problems for the group of students. The teacher with the active participation of the group intends, through the development of the project, to find provisional solutions or alternatives to themes or problems discussed.
Projects design a way through goals and objectives planned, estimated duration, distribution of roles within the group, teachers intervention and the joint work of different subjects chosen to find answers and solutions.



Pupils, teachers from different subjects, parents and community organizations can participate in the development of a project ("projects are group developments that try to solve problems and to achieve definite purposes " D.C. EGB.: 1997).




Bibliographical references:

• Declaración de la Conferencia Intergubernamental de Tbilisi sobre Educación Ambiental. Tbilisi. URSS. 1977.
• Ministerio de Cultura y Educación de la Nación. “Acerca de la Transversalidad de los Contenidos”, Seminario para la Elaboración de Diseños Curriculares Compatibles. Chapadmalal, octubre 1997.
• TORRES, Jurjo. “Globalización e Interdisciplinariedad: el Currículum Integrado”, Ed. Morata, Madrid, 1994.
• Ministerio de Cultura y Educación de la Provincia del Chubut. “Diseño Curricular E.G.B.”. Rawson, 1997.