SOCIO-ENVIRONMENTAL CURRICULUM AND SCHOOL GARDEN:

teaching perspectives on a school in Belém (PA)

Abstract

This article is part of a Professional Master’s dissertation research conducted from 2019 to 2020,
belonging to the Graduate Program in Knowledge Management for Socioenvironmental Development - PPGC/UNAMA, entitled “Socioenvironmental curriculum and school garden to offer teaching proposal for a school in Belém (PA)”, presents and discusses perspectives of pedagogical practices, through the intertwining of the socio-environmental curriculum and the school garden. It was an exploratory and descriptive field research with a qualitative and quantitative approach. The research instrument applied was the semi-structured questionnaire applied to 23 participants, including 4 Kindergarten teachers, 12 elementary school teachers, 6 coordinators and 1 manager. In this article, four participants are presented. It has as a highlight, some research results, in the sense that the researched school does not have experiences with a vegetable garden, but has an idle space that allows the cultivation of various vegetables. And, with gains from transforming this previously inactive space into a pleasant environment favorable to the construction of learning, wrapped in a socio-environmental curriculum, becoming a living laboratory for students, providing opportunities for contact with nature and promoting greater acceptability of food produced in school garden that will benefit, having a garden as a didactic-pedagogical tool that addresses the need for healthy eating, sustainable education aimed at preserving and preserving the environment for everyone involved in the school community.