Horta escolar: vivências pedagógicas para uma educação ambiental crítica em uma escola da rede municipal de Campo Grande (MS)

Abstract

The Environmental Education shows itself as thematic to work and develop socio-environmental values, sensitizing and empowering human society to promote changes in their reality. However, in order for Environmental Education to fulfill this role, it is necessary to move beyond mechanistic educational practices, materializing in effective practical activities, not only based on discursive and theoretical projects. In this sense, the school garden appears as a strategy for the development of an Environmental Education that critically a theory and praxis, assisting in the teaching-learning process of teachers and students on the socio-environmental theme, contributing to the construction of new knowledge that lead to greater awareness of the environment. Therefore, the main objective of the research in question was to analyze how the experience in pedagogical practices developed in school gardens can contribute to the development of a Critical Environmental Education. For the implementation of the proposal, a bibliographic review was carried out on Environmental Education, pedagogical use of school garden and on the concept and production of didactic sequences. The final product of the work, therefore, is a didactic sequence directed to the use of the school garden as a possibility to develop Environmental Education projects that unite theory and practice in a critical way. The didactic sequence has as theoretical-methodological presupposition the Freire pedagogy, being based, more precisely, in the three pedagogical moments: initial problematization, organization of knowledge and application of knowledge. In spite of all the difficulties encountered during the development of the research, the work developed at the Municipal School Elpídio Reis, located in Campo Grande (MS), confirmed that the school garden can help in the teaching-learning process and in the awareness of different issues socioenvironmental, through the construction of new values, the development of students' critical sense of the way food is produced and the choice of new choices in the search for a healthier diet. In addition, this type of work developed in the school contributes to the creation of a spirit of cooperation among students participating in the project, developing values such as respect and dedication and creating new bonds of friendship between students and teachers.