VEGETABLE GARDENING: AN ENVIRONMENTAL EDUCATION INITIATIVE IN THE FINAL YEARS OF ELEMENTARY SCHOOL

Abstract

In the context of environmental and food education, school gardens emerge as a pedagogical tool that contributes to the civic education of elementary school children by integrating vegetable cultivation with practices of environmental responsibility and interpersonal and kinesthetic learning. Direct contact with the natural environment promotes understanding of the origin of food, enabling the creation of a varied and nutrient-rich menu. Thus, the objective was to develop environmental education activities through vegetable cultivation in the Natural Sciences class at the Municipal School of Passagem Franca, Maranhão. The research used qualitative methodologies, such as action research, and quantitative methodologies, such as experimental research, with the application of the Likert Scale for data collection. Forty-three students from the 8th grade “A” and “B” and 9th grade ‘A’ and “B” classes participated in the study during the morning shift. The results of the research showed that the school garden was implemented collaboratively by the students, under the guidance of teachers. Analysis of the survey indicated that 83.3% of participants recognize the benefits of creating environmental education activities in natural science teaching, considering them fundamental for the formation of more conscious citizens who are engaged in the educational process. In contrast, 16.7% disagreed. In general, it is understood that, in addition to promoting healthy eating, the school garden also contributes to the teaching-learning process, since it provides direct contact with the environment and encourages collective practices that reinforce social, cultural, and ecological values, in balance with nature.