Environmental Education and the contributions of Geography in its implementation at the Buenos Aires primary level of education

In 2021, the National Law on Comprehensive Environmental Education was passed. Its school implementation was a challenge. Therefore, this research aimed to analyze experiences and verify the contributions of Geography. The experiences portray a Geography with an interdisciplinary vocation and rooted in Secondary level. Not so at the previous level. Here is a problem. To do this, classes and other educational events were observed, in addition to interviews and surveys, on a sample of 24 schools in Regions 14, 15, 16, 20, 23 and 25. In secondary school, transversal initiatives were compared, with teachers equipped with more tools and interdisciplinary work habits. On the other hand, in the second cycle ofPrimary, a didactic dynamic rooted in a general vision (areas) is maintained, in favor of Mathematics and Language Practices, with an EAI limited to specific acts or contents.