[en] We present a research study, under the Project Rivers (social participation project for the preservation and improvement of portuguese riparian ecosystems), which intends to analyze the knowledge, attitudes, behaviors, and curricular and environmental competencies of students from the 4th year of schooling of Bragança, before and after two educational interventions in Fervença river. Based on a mixed methodology and a quasi-experimental design, were applied two questionnaires, the first to measure the knowledge, attitudes and pro-environmental behaviors, and the second to assess curricular and environmental competencies of students. After the educational intervention, the same questionnaires were applied to assess if there were statistically significant differences in the measured variables. The questionnaires were previously validated. Alongside these, the researcher conducted a non-participant observation and students completed a record sheets. Prior to the practical part of the work, a content analysis was made of the "Estudo do Meio" Program and the curricular targets of "Estudo do Meio", Mathematics and Portuguese, to identify which sections of the "Projeto Rios" the program can be addressed and what curriculum targets (or competencies) the "Projeto Rios" also attributes. The application of these instruments adds relevant data for this research (triangulation). The analysis and evaluation of results reveal that the "Projeto Rios" assigns significant changes in the variables considered, so that students act sustainably for the environment

[gl] Preséntase un traballo de investigación, no ámbito do Proxecto Ríos (proxecto de participación social con vistas á conservación e mellora dos ecosistemas ribeireños portugueses), que pretende analizar os coñecementos, actitudes, comportamentos e competencias curriculares e ambientais de alumnos do 4 ano de escolaridade de escolas de Bragança, antes e despois de dúas intervencións educativas realizadas no río Fervença. Tendo por base unha metodoloxía mixta de deseño case-experimental, aplicáronse dous cuestionarios, o primeiro para medir os coñecementos, actitudes e comportamentos pro-ambientais, e o segundo para aferir competencias curriculares e ambientais dos alumnos. Despois das intervencións educativas, foron aplicados os mesmos cuestionarios para avaliar se produciron diferenzas estatisticamente significativas nas variables medidas. Os cuestionarios foron previamente validados. A par destes, a investigadora realizou unha observación non participante e os alumnos cubriron fichas de rexistro. Anteriormente á parte práctica do traballo, foi feita unha análise de contido ao Programa de Estudo do Medio e ás metas curriculares de Estudo do Medio, Matemáticas e Portugués, no sentido de identificar en que momentos do programa o Proxecto Ríos se pode abordar e as metas curriculares (ou competencias) o Proxecto Ríos tamén atribúe. A aplicación destes instrumentos engadiu datos relevantes a esta investigación (triangulación). A análise e avaliación dos resultados viñeron evidenciar que o Proxecto Ríos atribúe cambios significativos nas variables consideradas para que os alumnos actúen sustentavelmente a favor do medio ambiente