As plantas alimentícias não convencionais (PANCs): proposta de uma cartilha educativa para o ensino em escolas sustentáveis

Abstract

Environmental Education is an important tool for fostering critical individuals committed to sustainability, with schools serving as privileged spaces for the development of pedagogical practices that encourage reflection on socio-environmental issues. In this context, School Gardens and Unconventional Food Plants (UFPs) have the potential to integrate scientific knowledge, healthy eating, the appreciation of socio-biodiversity, and contextualized educational practices. This study aimed to analyze the contributions of pedagogical workshops on school gardens and UFPs to teacher education in Environmental Education and to develop an educational product intended for teachers of the early years of Elementary Education. The research adopted a qualitative approach, of an applied nature, with exploratory and descriptive objectives, and was conducted through bibliographic, documentary, and field research. Fifteen teachers from a municipal public school in Aracaju, Sergipe, Brazil, participated in the study, of whom thirteen completed the questionnaire administered after the pedagogical workshops. Data were collected through a structured questionnaire and records of the activities carried out, and were analyzed using an interpretative approach based on the principles of Critical Environmental Education. The findings showed that the workshops contributed to expanding the participants' knowledge of Unconventional Food Plants (UFPs), strengthening teacher education, fostering reflection on interdisciplinary pedagogical practices, and broadening their understanding of the potential of school gardens as spaces for learning, promoting sustainability, and encouraging food security, in line with the Sustainable Development Goals (SDGs), particularly SDGs 2, 3, 4, and 11. The teachers recognized the importance of UFPs for Environmental Education, food security, and the appreciation of socio-biodiversity, although they also identified challenges related to continuing professional development, school infrastructure, and the availability of educational materials. In response to the needs identified throughout the research, the educational product entitled Educational Booklet on Unconventional Food Plants (UFPs) for Teachers for Teachers was developed in digital format, bringing together theoretical foundations, plant species fact sheets, recipe suggestions, and lesson plans aligned with the Brazilian National Common Curricular Base (BNCC). It is concluded that the integration of school gardens, UFPs, and continuing teacher education constitutes a relevant strategy for strengthening Environmental Education in Basic Education, contributing to the improvement of teaching practices and to the development of more sustainable schools.