Potencialidades de viveiros municipais para a alfabetização científica e a conscientização socioambiental nos anos iniciais do ensino fundamental

Abstract

This study examines Municipal Nurseries as non-formal educational spaces for Science Education, using the Municipal Nursery of Jacutinga, Minas Gerais, Brazil, as a case study. It investigates the nursery's contributions to scientific literacy and socio-environmental awareness among students in the early years of elementary education. The research adopted a qualitative, documentary approach based on official educational documents, institutional records, and nursery documentation. The literature review highlights that Science Education in the early years should promote inquiry-based, contextualized, and meaningful learning experiences, fostering the development of critical thinking and the understanding of natural phenomena. In this context, scientific literacy and the Science, Technology, Society, and Environment (STSE) approach emerge as important theoretical frameworks for the education of informed and engaged citizens. The findings indicate that the Municipal Nursery of Jacutinga performs significant environmental, social, and educational functions that extend beyond seedling production. As a site for environmental conservation, it contributes to biodiversity preservation and the promotion of sustainable practices. From a social perspective, it raises community awareness of environmental issues. In its educational dimension, it constitutes a non-formal learning environment capable of supporting inquiry-based activities that integrate Science, Geography, Biology, and Environmental Education. It is concluded that the Municipal Nursery of Jacutinga represents an important educational resource, bringing Science Education closer to students' lived experiences while fostering scientific literacy and socio-environmental education. Furthermore, these findings suggest that similar educational roles may be attributed to Municipal Nurseries more broadly, reinforcing the need for both symbolic recognition and material investment in these spaces within urban contexts.