Seeking the environmental improvement of the context of the Educational Institution of the Mercantile School located in commune 3 (three), barrio morals, in the Municipality of Tulua, Valle del Cauca, was designed by means of a participatory action with the community of the Educational Institution. School Environmental Project (PRAE) with a vision towards the appropriation of environmental values through a participatory action methodology, where a descriptive study was carried out with a qualitative approach, trying to diagnose the environmental realities that are experienced in the immediate environment of the educational institution Escuela Mercantil through surveys through stratified samples, follow-ups through eye records and brainstorming, where the Vester Matrix was used to establish work objectives, and in this way address the most relevant environmental problems that arise in the context and solve them with the participation of members of the community, making a transversal way in the educational curriculum allowing the integration of the community and collective work. In the construction of the environmental baseline of the Escuela Mercantil educational institution, it was found that 90% of the population does not know the RESP and show that they have not participated in it, the main problem is the lack of conservation habits and care of the environment , therefore, in the design of the PRAE, the main objective was the promotion of habits of conservation and care of the environment, where the sense of belonging and the appropriation of environmental values in the educational community was strengthened, through the solution of environmental problems Regarding the poor disposal of solid waste and the inadequate use of water resources, which became a successful strategy due to the reception and participation by the educational community, 87% of the study population was made known the object of the PRAE. The Ecological Group started with one student per classroom, which after the first activity had a change having an increase in the participants per classroom in each activity of their own volition and interest in the initiative; the developed activities allowed to show improvements in the ecological vision of the school and the teachers of diverse areas contributed from their discipline the possible thing so that the cause was fulfilled, in general the reception of the school environmental project in the institution was positive with the obtained results. School environmental projects in Decree 1743/94 are conceived as an element that allows to include the environmental dimension within the educational curriculum, therefore they require integration and participation of the community so that they are integrated in the solution of environmental problems that affect the environment , in spite of that the institution did not have mechanisms to articulate parents, teachers, students, general service people and administrative staff, therefore the project was emphasized in having the participation of all the members of the context studied.