Estratégias para implementação de um quintal produtivo escolar como ferramenta para práticas pedagógicas

Abstract

This study emphasizes the importance of Environmental Education (EE) as a means to promote the development of social values, acquire knowledge, enhance skills, shape attitudes, and build essential competencies for the preservation of the environment, crucial for sustaining a healthy and sustainable life. Within this scenario, productive backyards — defined by Silva et al. (2021) as spaces designated for the cultivation of vegetables for personal consumption — emerge as fundamental components for communities, functioning as platforms for the diffusion of environmental knowledge, stimulating awareness and sustainable practices. The main objective of this work was the conception and implementation of a productive backyard at the Armindo Guaraná State School (CEAG), using this process as an inspiring model for developing strategies to integrate these spaces into the school curriculum in an interdisciplinary manner. This integration seeks to enrich the curriculum and improve the teaching-learning process. For this, initially, three steps were carried out: the installation of a productive backyard at the school, the analysis of the National Common Curriculum Base (BNCC) together with the elementary and high school curricula of the state of Sergipe, and finally, the development of pedagogical proposals that integrate the implementation of the productive backyard to the foundations of the BNCC and state curricula, with the aim of providing an alternative to work the programmatic content during the academic year. It is concluded that the use of spaces within the school environment itself, aligned with the guidelines of the BNCC and the curricula, strengthens the teaching-learning process.