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What children say and do about, for example, environmental topics? What do they build from the “common knowledge” they bring to school in relation to curricular content? What concerns and beliefs do they mobilize in the classroom? These are some of the questions behind our interest in understanding the meaning that students assign to curricular content in their narratives about the events of daily life. From an ethnographic approach, I analyze how children build environmental knowledge when they mobilize their explanations of these contents Recibido: 31 de mayo de 2019 | Aceptado: 14 de noviembre de 2019 * Doctorante en Antropología. Becario CONICET en el Centro de Estudios Desigualdades, Sujetos e Instituciones (CEDESI-UNSAM), Buenos Aires, Argentina. elara@unsam.edu.ar

“Si tiras basura provocas inundaciones”: Niñas y niños en la construcción de conocimiento ambiental en clases de educación primaria