THE USE OF SCHOOL GARDENS AS AN ACTIVE METHODOLOGY STRATEGY IN THE TEACHING-LEARNING PROCESS

Abstract

In a scenario of growing appreciation of active methodologies, school gardens stand out as innovative discoveries that integrate theory and practice and contribute to the critical formation and integral development of students. This study analyzes the relevance of the implementation of a school garden as a pedagogical strategy to streamline the teaching-learning process, promote environmental education and encourage interdisciplinarity. To achieve this objective, it presents a qualitative-quantitative methodological approach that included a bibliographic review, application of questionnaires to the team of teachers and students, in addition to the systematic observation of the practical activities carried out at the Maria da Conceição Rodrigues Avelar State School, in the city of Montes Claros- MG. The results showed that the practice of school gardens favored the integration between the different curricular components, increased student engagement and contributed to the improvement of socio-emotional skills and environmental awareness. An improvement in the participants' perception of the importance of healthy eating habits and appreciation of the environment was also observed, which highlighted the transformative potential of this initiative. In conclusion, the data indicate that the implementation of school gardens is an effective strategy to foster active methodologies and promote a more dynamic and contextualized education. The results reinforce the need to expand similar projects, strengthen the integration between theory and practice, and stimulate the formation of critical citizens committed to sustainability.