Pedagogical school gardens: characterization of Brazilian projects

Authors

  • Vanessa Manfre Garcia de Souza Nutricionista, mestra em Ciências, consultora da Organização das Nações Unidas para a Alimentação e a Agricultura, Brasília, DF.
  • Regilane Fernandes da Silva Analista Técnico de Políticas Sociais, mestra em Desenvolvimento Rural e Meio-Ambiente, Coordenadora-Geral de Formação, Construção do Conhecimento e Fomento a Assistência Técnica e Extensão Rural do Ministério do Desenvolvimento Agrário e Agricultura Familiar. Brasília, DF.
  • Elcio de Souza Magalhães Engenheiro agrícola, mestre em Política Social, analista técnico de políticas sociais, coordenador de articulação federativa do Sistema Nacional de Segurança Alimentar e Nutricional, do Ministério do Desenvolvimento e Assistência Social, Família e Combate à Fome, Brasília, DF.
  • Kelliane da Consolação Fuscaldi Administradora, doutora em Educação em Ciência, analista da Empresa Brasileira de Pesquisa Agropecuária, coordenadora-geral de Agricultura Urbana e Periurbana do Ministério do Desenvolvimento e Assistência Social, Família e Combate à Fome, Brasília, DF.

DOI:

https://doi.org/10.35977/0104-1096.cct2024.v41.27363

Keywords:

urban agriculture, food and nutrition education, environmental education, vegetables, food and nutrition security

Abstract

This article consists of the characterization of school garden projects that have been or are being carried out in Brazil. This is a descriptive study with a qualitative and quantitative approach, carried out based on a national survey on pedagogical school garden projects, conducted within the scope of the UTF/BRA/085/BRA project – a partnership between the Ministry of Social Development and Fight against Hunger (MDS), of Brazil, and the Food and Agriculture Organization of the United Nations (FAO). To this end, an online questionnaire was applied. The results point to several potentialities and benefits of pedagogical gardens for students, their families, and the entire school community and its surroundings. However, challenges that are common to most projects were observed: lack of financial resources, technical knowledge, partnerships, technical assistance and training for the actors involved in the projects. The school garden is an excellent pedagogical resource for promoting food and nutrition security, which must be supported by public management, private initiative, universities, federal institutes, third sector organizations and the community involved with the school. The results of this research can support discussions about solutions to the challenges and the strategies for promotion and sustainability of pedagogical school garden projects.

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Published

2024-11-22

How to Cite

Souza, V. M. G. de, Silva, R. F. da, Magalhães, E. de S., & Fuscaldi, K. da C. (2024). Pedagogical school gardens: characterization of Brazilian projects. Science & Technology Journals, 41, e27363. https://doi.org/10.35977/0104-1096.cct2024.v41.27363

Issue

V.41, Jan./Dec., 2024: Publicação contínua em volume anual

Section

CT&I: transformação e moto

License

After publication of the work, the Authors are authorized to non-exclusively distribute the version of the published work (for example: publish in an institutional repository, as a book chapter, create links on electronic pages, etc.), as long as the authorship and initial publication in this journal are mentioned.