The pedagogical garden that nurtures various dimensions of the school daily life

Abstract

This article starts from the premise that people nourish themselves not only with physical food but also with other experiences. These experiences may be material or immaterial, and they can contribute to physiological and intellectual growth, as well as individual and collective well-being. The text was based on a case study conducted at Pedro Ernesto Municipal School, located in Rio de Janeiro, between May 2021 and August 2023. The investigation aims to achieve a critical and reflective analysis of the pedagogical experience in the vegetable garden as a tool for raising students awareness of healthy eating and the preservation of nature. The methodological approach was centered on action research, complemented by discussion circles and garden diaries. The study involved the direct participation of 153 students from 1st to 5th grade of an elementary school, 5 teachers, 2 English teachers, 3 principals, 1 pedagogical coordinator, 2 special education support agents, 1 literacy support agent, 1 cook, and 1 researcher. To collect data, semi-structured interviews, audio recordings systematically organized as field notes, tests for mixed facial hedonic sensory analysis were used. Over 27 months of ecopedagogical practices at the school unit, nature provided us with the opportunity to understand its life cycles, addressing various components and skills outlined in the National Common Curricular Base (BNCC) and the Currículo Carioca of the Municipal Education Secretariat in an interdisciplinary and transversal manner. It was observed that the pedagogical vegetable garden facilitated active and investigative teaching methodologies that encouraged student protagonism, allowing the cultural diversity of food, the importance of Family farming, and food and nutrition education to be addressed in the school routine.