Sustainable vegetable garden in the school environment: A STS approach in elementary school

Abstract

We will present here the results of a research that aimed to ascertain the pedagogical potential of an educational product linked to the construction of a sustainable vegetable garden with students of the 5th year of Elementary School. This educational product was structured from a STS (Science, Technology and Society) approach in order to develop learning and skills capable of expanding the students' repertoires about Science, Technology and, mainly, about its implications in our society and environment. Our study is qualitative and as a data collection instrument we used a field diary. The data revealed that pedagogical actions – such as those of school gardens – supported by a STS approach contribute to the formation of students who are more critical about food and healthy processes related to human health.