The state of the art of school gardens as a pedagogical tool for the new environmental rationale paradigm in Butanta, Sao Paulo, Brazil

Urban Farm DB summary

A mixed-methods approach was used to identify knowledge constructed during the implementation, maintenance, and didactic usage of school gardens in 15 municipal schools in Butantã, Sao Paulo, Brazil. Main difficulties identified were human resources, school staff integration, and financial resources, with a demand for specific training, especially for didactic usage. Access to quality soil posed the primary obstacle for garden maintenance, yet a general perception of positive effects on students' behavioral and pedagogical aspects was observed.