Pedagogical Gardens Project: evaluation of the pilot phase and contributions to its improvement

Abstract

This article consists of the description and critical analysis of the results obtained from the evaluation of the pilot phase of the Pedagogical Gardens Project, implemented in four Brazilian public schools. This is an empirical study with a qualitative approach, considering a longitudinal case study, using the document analysis method. The results show that the implementation and maintenance of the pilot phase of the Pedagogical  Gardens Project reached the initial objectives proposed, enabling the promotion of healthy eating and the improvement in learning; also, students, families and employees were included in the cultivation of food; and interaction within the school community was improved. The results also demonstrate that specialized technical assistance is essential for both the process of implementation of the gardens and their maintenance, and that it is necessary for schools to receive resources for the maintenance of the Project. The study may contribute to support the dialogue on strategies to promote food and nutrition security in school environments and, thereby, ensure the human right to food. It is suggested that further research should be carried out to obtain data and information from other programs and actions that encourage the implementation of school gardens, both in Brazil and abroad, with the aim of qualifying the design of the Pedagogical Gardens Project, as well as carrying out surveys that can assess the perception of the four school communities that received the Project’s pilot phase.