Ilustraciones, fotosspa:Los Proyectos Ambientales Escolares (PRAE) permite la construcción de conocimiento ambiental hacia la mitigación de los problemas relacionados con la pérdida de la biodiversidad. El presente estudio evaluó la apropiación de conocimientos sobre biodiversidad a través de los Proyectos Ambientales Escolares en algunas instituciones educativas del Magdalena Medio Caldas. La investigación se realizó en cinco IE públicas rurales de los municipios de Victoria, La Dorada y Norcasia en el departamento de Caldas. La metodología utilizada fue la de Investigación Acción Participativa (IAP), desarrollando técnicas como la observación participante, la entrevista semiestructurada y las actividades lúdicas. Como resultados, las comunidades educativas desarrollan un amplio conocimiento sobre los problemas ambientales y las fortalezas de la comunidad, a través de la construcción de una conciencia ambiental reflexiva y coherente, así mismo, la valoración del conocimiento ambiental y de la biodiversidad se relaciona con la vinculación y permanencia dentro de los PRAE, permitiendo comprender la importancia de la continuidad de los procesos pedagógicos ambientales. Además, las implicaciones de la gestión y el compromiso de los docentes es fundamental para emprender un proceso de formación integral que vaya más allá del aula, logrando un cambio de comportamiento en la apropiación del conocimiento ambiental y la biodiversidad.eng:The implementation of School Environmental Projects (PRAE) allows the construction of environmental knowledge in favor of the mitigation of problems related to biodiversity loss. This study evaluated the appropriation of knowledge on biodiversity through the School Environmental Projects in some educational institutions of Magdalena Medio Caldas. The research was conducted in five rural public IE in the municipalities of Victoria, La Dorada and Norcasia in the department of Caldas. The methodology used was that of Participatory Action Research (PAR), developing techniques such as participant observation, semi-structured interviews and play activities. The diagnosis on the knowledge of environmental issues and community strengths was analyzed in the software ATLAS.ti. version 7, a tool that allows the analysis and interpretation of information in qualitative research. This determined the most influential characteristics (relationships) in the process of appropriation of biodiversity in each of the PRAEs. The analysis led to the creation of semantic networks between the different qualitative patterns, in addition to establishing what type of relationship there is between them. The evaluation of environmental knowledge was analyzed using Microsoft Excel software through a descriptive base of the ordinal data set provided by the semi-structured interviews conducted with teachers and parents. For this analysis, an indicator was constructed to identify aspects such as the internalization and practicality of environmental knowledge, community participation, the sense of belonging developed through environmental activities, among others, and for this, each of the questions was coded, providing values corresponding to the descriptions of each of the answers. As results, the educational communities develop a broad knowledge about the environmental problems and the strengths of the community, through the construction of a reflective and coherent environmental awareness, likewise, the valuation of environmental knowledge and biodiversity is related to the linkage and permanence within the PRAE, allowing to understand the importance of the continuity of the environmental pedagogical processes. In addition, the implications of the management and commitment of teachers is fundamental to undertake a comprehensive training process that goes beyond the classroom, achieving a behavioral change in the appropriation of environmental knowledge and biodiversity.UniversitarioBiólogo(a)