The present research aims to analyze how the transversality of environmental education is being worked through projects developed by the school. It is justified by existing social and environmental issues, which has been affecting the quality of life of society and achieving a role of great global relevance. The aim is to instigate school, teachers and students to new habits and attitudes of conservation, through environmental projects established during the teaching process. The study starts with the following problem: How is the transversality of environmental education being worked through projects developed by a primary school? For this study it was used to the qualitative research, with the adoption of the method of the study of case, having as instruments for data collection the application of questionnaires with two teachers of science in elementary education and the documentary analysis. The results of the research indicate that the conceptions of teachers investigated on the transversality of environmental education through projects in primary education imply in the construction of their pedagogical practices, focusing on a ready knowing about environmental education and its problems, seen only as a superficial project, extracurricular, without continuity and decontextualized, which distracts the school from the political importance of the project, characterizing the performance of environmental education in a separate and fragmented way, thus diverting the real conceptions of the school as a democratic, participatory and collective management. Therefore, it is essential to obtain the improvement of a plan that seeks inclusion and promotes a quality and democratic education for all, based on the knowledge and experiences that are formal or scientific, involving public and educational policies for a coherent, centralized and diversified planning.
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