Entre o cultivo e a consciência: uma revisão sobre hortas escolares na educação socioambiental e alimentar

Abstract

School gardens are living spaces for learning that go beyond simply growing food. They represent real opportunities for transformation, where students develop not only healthy eating habits, but also environmental awareness, cooperation, and a sense of belonging to the community. This direct contact with the land awakens essential values, connecting theory and practice in a meaningful way. In this context, this article aims to investigate how the practice of school gardens has contributed to the development of critical socio-environmental and food awareness in basic education students and what challenges still need to be overcome to strengthen this pedagogical approach. This study conducted a bibliographic review through reflective and descriptive analysis of works made available on scientific indexing platforms. It was found that school gardens stimulate interdisciplinarity, strengthen students' relationship with the environment, and encourage sustainable practices. However, structural challenges such as the lack of consistent public policies, inadequate infrastructure, and insufficient teacher training compromise their effectiveness. For school gardens to fulfill their educational and social role, it is essential that they are permanently integrated into the school curriculum. This requires ongoing investment, qualified teacher training and active community engagement, ensuring that these spaces become tools for learning and social transformation. More than just gardens, these initiatives cultivate an education that creates conscious citizens, capable of transforming realities and building a more sustainable future.