HORTAS ESCOLARES COMO ESPAÇOS DE PRÁTICA INTEGRADORA: ENSINO, PESQUISA E EXTENSÃO COM BIOINSUMOS E INCLUSÃO SOCIOEDUCACIONAL

Abstract

The integration of teaching, research, and extension constitutes one of the fundamental principles of Professional and Technological Education, fostering the development of contextualized and socially relevant pedagogical practices. In this context, the present study aimed to analyze how the integration of teaching, research, and extension, through pedagogical practices developed in school gardens using bioinputs, contributes to student training, pedagogical impact, and socio-educational inclusion within the scope of Professional and Technological Education. The research is characterized as a case study with a qualitative, exploratory, and descriptive approach, conducted between August 2023 and July 2024. The study involved students from the Technical Course in Agriculture, Agronomy, and the Technology in Horticulture program at the Instituto Federal Goiano – Campus Cristalina, as well as basic education students from Adelvina Flores State School, located in the municipality of Cristalina, Goiás, Brazil. Project activities integrated teaching, research, and extension through the implementation and management of school gardens, the organization of workshops, practical classes, and the monitoring of productive activities. Data collection was carried out through direct observation, document analysis, photographic records, and structured questionnaires applied to participating students. Quantitative data were analyzed using descriptive statistics, while qualitative data were interpreted through thematic analysis. Additionally, scientometric and descriptive indicators were used to measure the technical, scientific, and extension outputs resulting from the activities developed. The results showed that the project contributed to strengthening practical learning, developing investigative skills, and expanding the socio-educational impact of the actions. Notable outcomes included student participation in scientific initiation activities, the production of technical reports, and the use of vegetables produced in the school garden for the partner school's meals. It is concluded that the integration of teaching, research, and extension, associated with contextualized pedagogical practices, can significantly contribute to students’ comprehensive education and to the strengthening of educational initiatives within Professional and Technological Education.