Ensino de geografia, horta escolar e educação ambiental: "trilhando os canteiros do saber"

Abstract

The lack of understanding and involvement of society in environmental issues has been a central factor in accelerating the degradation of natural resources, endangering the sustainability of ecosystems and the quality of life of the population. In this context, it is essential to implement pedagogical strategies that aim to raise awareness and promote ecologically sustainable behaviors, including healthy and quality nutrition. This educational approach is essential for fostering critical and proactive individuals who can act consciously and responsibly for the collective well-being and environmental preservation. In this regard, the present study focuses on analyzing the use of school gardens as a pedagogical space to stimulate environmental education and as a potential enhancer of the teaching and learning process of skills and abilities in the geography discipline, with an emphasis on the production and transformation of the geographical space. To achieve this goal, a bibliographic research was conducted and a questionnaire was applied to evaluate the knowledge of geography teachers about the use of the school garden. As products of this investigation, a didactic sequence and a pedagogical handbook were developed. The bibliographic research was conducted in books, magazines, and periodicals in the field, enabling the development of the chapters related to the theoretical basis, as well as the elaboration of the questionnaire. The highlighted bibliography emphasizes the crucial role of geography in addressing contemporary challenges in agriculture and sustainable development, positioning the school garden as a powerful example of urban agriculture that goes beyond the mere production of food and becomes a valuable educational resource. The semi-structured questionnaire was administered to Geography teachers in public schools to identify their experiences with the school garden. Upon analyzing the knowledge and experiences of geography teachers in the final years of elementary school and high school, the study reveals a strong recognition of the potential of school gardens for environmental and nutritional education, as well as for the integration of theory and practice. Despite the fact that most teachers do not have prior experience with gardens and their use in the classroom is still limited, the enthusiasm and recognition of the importance of agroecology are evident. Based on the researcher's experience with the Semear school garden, developed at the Élia de Barros State School in São Gonçalo do Amarante (RN), a report was prepared on the six years that the garden was active. This experience demonstrated that a school garden constitutes a living laboratory, capable of enriching geography lessons and allowing students to experience concepts such as land use, socioenvironmental relations, and the impact of human activities firsthand. Based on this experience, the didactic sequence "Geography, Environmental Education, and School Garden Hand in Hand with Knowledge" and the pedagogical brochure "Treading the Paths of Knowledge" were developed. These supplementary materials aim to guide the implementation of school gardens and enhance geographical learning.