Horta na Escola: idealizações da prática a partir do olhar de docentes da educação básica

Abstract

School gardens can be implemented as instruments that involve the use of space for food purposes and as a pedagogical instrument, enabling interdisciplinary actions. This study was based on the analysis of a participatory training process, based on the perceptions of Basic Education teachers on the implementation of school gardens. The objective of the present study is to (a) identify teachers' knowledge about projects to implement school gardens, (b) present the garden as a possibility of interdisciplinary didactic tool, and (c) understand how issues related to food and health can directly influence schoolchildren's learning. It was identified that the main difficulties mentioned by teachers, in the implementation of school gardens, were lack of material and training. For most teachers, it is important to involve the entire school community in the vegetable garden projects, which involve factors that involve teaching-learning, socialization, health and emotions, favoring health education. For choosing the garden model, it was important to realize that teachers are concerned with the reuse of materials, which contributes to environmental education. Therefore, when there is an interest in envisioning the school garden as an interdisciplinary pedagogical space, the implementation and organization of school gardens can occur, favoring the constitution of a space for the development of unique health.