Project-based learning: didactic possibility of implementing school gardens

Abstract

Project-based learning (ABPr) is an active strategy mainly characterized by encouraging student autonomy and carrying out collective activities. Based on this, the present study aimed to identify the opinions and possibilities of engaging teachers about the active strategies and use of ABPr for the implementation of school garden projects. The data were obtained from a training process with basic education teachers. The results were analyzed through content analysis. It was identified that teachers know different active teaching strategies, but they have some difficulties in using them, which are justified by the lack of support material and teacher training. Most claimed to know the ABPr, citing that it is a strategy that encourages critical thinking, collective work, creativity, respect and problem solving. For the teachers of this research, both teachers and students would support the implementation of a project using the precepts of ABPr in their school with the garden theme, which will bring important benefits to the teaching-learning process, such as encouraging the autonomy and protagonism of the teacher student.