Horta escolar como ferramenta de educação ambiental e inclusão social em contextos urbanos vulneráveis

Abstract

The intensification of Brazilian urbanization has expanded peripheral areas marked by deficient sanitation, drainage, green spaces, and public facilities, shaping socio-environmental vulnerabilities that affect everyday school life. This study examined the use of a school garden as a pedagogical and socio-educational device for socio-environmental learning and for strengthening student participation in a peripheral territory of São Luís (MA), Brazil. Activities were carried out from June to November 2025 in three institutions (CEPAC, IEMA, and Instituto Celys Freire). This is a qualitative, descriptive, and exploratory study based on action research, including a participatory diagnosis, collective planning, agroecological implementation and management, thematic workshops, and process evaluation. Data were produced through participant observation, field notes, photographic records, student questionnaires, and interviews with teachers, management, and support staff. The analysis followed thematic content analysis procedures, organizing findings into four analytical axes. Results indicate strengthened interdisciplinary learning related to environment, food, and territoriality, along with attitudinal changes toward caring for school spaces, increased interest in minimally processed foods, and expanded opportunities for meaningful participation among students historically marginalized. Structural constraints persisted, especially limited inputs, staff overload, and weak institutionalization of the garden within routines and school management instruments. The study concludes that, when aligned with local contexts and public policies, school gardens can operate as a robust strategy for critical socio-environmental education and for enhancing student participation in socially vulnerable territories.