SCHOOL GARDEN AS AN ACTIVE METHODOLOGY PROPOSAL FOR CHILDREN WITH SPECIAL NEEDS IN THE CONTEXT OF ENVIRONMENTAL EDUCATION

Abstract

This article was prepared based on qualitative research of an exploratory descriptive type, which aimed to analyze how pedagogical practices with vegetable gardens are developed in the context of Environmental Education, in the Special Education modality with a focus on the characteristics of active methodologies, based on scientific articles collected in the databases: Google Scholar, Scopus, Web Of Science, Scielo and CAPES, in the last decade. To this end, the search was organized based on the descriptors: vegetable garden, active methodology, environmental education and special education. In this way, the work sought to create a discussion about how active methodologies through the garden can be a guiding tool for improving the learning of children with special needs. The articles searched were selected based on the macrotrends that operated, whether conservative, pragmatic or critical, and also on the characteristics of the active methodologies in relation to the benefits for Special Education. Thus, the results mainly point to reports of experiences, using the garden as a teaching tool and it is concluded that the works analyzed in this text bring conservative and pragmatic practices of Environmental Education with active participation of students.