Abstract:

Pedagogical gardens have been standing out as an effective part of the teaching process in municipal schools of Campos dos Goytacazes. These spaces were conceived through a partnership between the Municipal Government of Campos dos Goytacazes, the Universidade Estadual do Norte Fluminense Darcy Ribeiro, and the Fundação Carlos Chagas Filho de Amparo à Pesquisa do Estado do Rio de Janeiro. The objective of these gardens is to promote teaching and learning processes about agricultural techniques that foster the creation of interactive learning environments, as well as to promote the understanding of the importance of developing sustainable agriculture for healthy nutrition and environmental conservation. This study investigates the implementation of pedagogical gardens in an interdisciplinary manner, involving various areas of knowledge and their benefits for the students. The theoretical foundation is based on Kolb and Dewey's theories of experimental learning, critical socio-environmentalism, the theory of multiple intelligences and environmental education, ecopsychology, and horticultural therapy and nature. Five municipal schools were selected to structure the work, and agronomic engineers provided guidance for the creation and maintenance of the gardens, with the participation of the entire school community. Questionnaires were applied to teacher scholars to assess the use of gardens as a pedagogical tool and the benefits achieved. The results show that the introduction of pedagogical gardens brings several benefits for teachers and disciplines such as Sciences, Biology, Mathematics, Geography, Physics, Environmental Education, Socioemotional Education, and Food and Nutrition. The gardens provide an interdisciplinary and practical approach, engaging students in learning, stimulating, and developing socioemotional skills. Despite the benefits, the implementation faces challenges such as the need for time and dedication, basic knowledge of agriculture, space and infrastructure, curricular integration, time management in the classroom, seasonality, climate variation, and community involvement. It was found that pedagogical gardens are valuable resources for improving teaching and learning in municipal schools, providing a more meaningful and contextualized education. Additionally, they foster environmental awareness and cultivate citizens who are more engaged and responsible towards the environment and society as a whole. The research encourages discussions about the importance of pedagogical gardens, stimulating new research and actions for their successful implementation in municipal schools.

Keywords:

Interdisciplinary approach, Sustainable agriculture, Environmental education.