| 总结: | In the context of primary education in Mexico, environmental education emerges as a topic of great relevance, given the challenges faced worldwide. In educational settings, there is a constant concern to understand and act for the benefit of the environment. This article presents a case study carried out in an evening primary school, located in a marginal urban environment. Its objective is to analyze how environmental education is addressed in a primary school in the state of Veracruz. It is a qualitative study that analyzes the teaching intervention and its link with other members of the educational community to promote and preserve environmental care in a group of first grade students. It was conducted during the 2021-2022 and 2022-2023 school years. Semi-structured interviews, questionnaires, col logs, exit surveys, and information derived from plans, evaluations, and the teacher's diary were analyzed for follow-up. It was based on a diagnosis that determined how environmental education had been approached. Direct observation of the teaching intervention continued. The analysis of the intervention reveals how the teacher reassesses the role of formative assessment and seeks to establish collaborative links with parents to achieve the objectives set. Results give meaning to the importance of observing the transversality and transdisciplinarity of environmental education and the search for support among members of an educational community.
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