Horta escolar: um laboratório vivo de observação

Abstract

The present study aims to analyze how the development of a school garden can contribute to inquiry-based learning in early childhood education, especially regarding healthy eating habits and environmental awareness. The project was carried out with children aged 3 to 5 years, based on the problem of understanding how food is produced and which factors influence plant growth. The methodology was grounded in an investigative approach, in which children were encouraged to ask questions, formulate hypotheses, observe phenomena, and actively participate in planting, caring, and harvesting processes. The results showed significant learning advances, including the ability to establish cause-and-effect relationships, increased acceptance of natural foods, and the development of environmental responsibility. The experience demonstrated that the school garden is a powerful environment for active learning, promoting student protagonism and meaningful knowledge construction. It is concluded that inquiry-based teaching, combined with practical experiences, effectively contributes to children's integral development.