This research project was developed with the objective of identifying the curriculum quidelines that contribute to the deveiopment of the political dimension in primary schoo students while establishing eco-citizenship. immersed in a context where environmental education has become the development of meamngless and isolated activities this the researchers used a qualitative approached that allowed them to use descriptive-interpretative tools, focusing on the case study methodology. The results obtained showed some curriculum guidelines for the construction of eco-citizenship in primary school students, highlighting a cross-cutting curriculum with a systemic and complex approach, which permits the development of social values, the strengthening of a political identity and the generation of reflection, intervention and transformation processes of a determined environmental reality. This involves work and discussion of problem situations related to the subject?s context which iead to their involvement to achieve a common wellbeing. Based on these results, we can conclude that the transformations of an eco-citizenship requires applying processes of civic education related to the ethical, critical and political dimensions, which allow the qualification the relations of the subjects with others and the environment while reflecting, intervening and transforming the environmental reality of their context.