Relato de experiências e memórias de um futuro professor de biologia em um “clube da horta escolar” no período da residência pedagógica

Abstract

Currently, we are experiencing an environmental crisis, mainly due to a lack of access to critical knowledge on the subject. Therefore, school gardens have been incorporated into the curriculum as pedagogical proposals that allow for the articulation between scientific knowledge, everyday experiences, and socio-environmental practices. Given the relevance of the topic, this work presents an experience report on the implementation and development of school gardening in high school, within the context of a Pedagogical Residency program in a public school surrounded by social vulnerability. The research is based on the theoretical frameworks of Freirean pedagogy and critical curriculum studies. The methodology adopted is qualitative in nature, based on document analysis, field notes, photographic records, interviews with public school teachers, and the researcher's own experience report. The activities developed involved practices such as the construction of a vertical garden, workshops on dried plant specimens, didactic experiments, practical laboratory classes, and activities focused on botany, ecology, and food. The results indicate that the school garden is a good alternative for developing students' critical thinking about nature, for valuing scientific knowledge associated with daily life, and for strengthening affective bonds with the school environment. However, structural, institutional, and curricular challenges that limit the effectiveness of the proposal are evident. Therefore, it is concluded that the school garden, more than an end in itself, constitutes a powerful formative means for promoting socio-environmental awareness, interdisciplinarity, and critical teacher training.