O uso da horta escolar no ensino fundamental I no Brasil: um estudo bibliométrico

Vanessa Gomes Santos; Oscar João Abdounur

doi:10.14483/23464712.24269

Authors

Vanessa Gomes Santos Universidade de São Paulo https://orcid.org/0000-0002-7342-6104
Oscar João Abdounur Universidade de São Paulo

Keywords:

bibliometrics, environmental education, nutritional education, scientific education (en).

Keywords:

bibliometría, educación científica, educación ambiental, educación nutricional (es).

Keywords:

bibliometria, educação ambiental, educação científica, educação nutricional (pt).

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Abstract (pt)

O uso de hortas escolares têm sido incentivado como estratégia educativa para articular alimentação, meio ambiente e ensino de Ciências, embora a produção brasileira permaneça dispersa e pouco sistematizada. Este estudo analisou a produção científica indexada no Portal de Periódicos da CAPES, entre 2006 e 2019, sobre o uso da horta escolar, com ênfase no Ensino Fundamental I. Realizou-se um estudo bibliométrico, predominantemente quantitativo e descritivo, complementado pela identificação das finalidades educativas presentes nas publicações. Foram utilizados os descritores “horta escolar” e “school garden”, e os registros foram organizados em tabelas e gráficos segundo ano, autoria, origem geográfica, idioma, nível de ensino, natureza do estudo e finalidades educativas identificadas. Um mesmo artigo pôde ser contabilizado em mais de uma categoria quando abordou diferentes finalidades educativas. Foram encontrados 125 registros, dos quais 109 artigos integraram a análise após a retirada de duplicações, retratações e documentos incompatíveis com os critérios estabelecidos. As finalidades educativas identificadas com o descritor “horta escolar” foram predominantes voltadas à Educação Ambiental, seguido de Educação Nutricional e outras finalidades pedagógicas; com “school garden”, foram mais frequentes outras finalidades pedagógicas, seguido de Educação Nutricional e Educação Ambiental, respectivamente. A produção brasileira concentrou-se em Educação Ambiental e Nutricional, com abordagens relacionadas à agroecologia, agricultura familiar e participação comunitária. Os resultados evidenciam maior volume e continuidade temporal na produção internacional, envolvendo estudos sobre integração curricular, avaliação da implantação de hortas escolares e sustentabilidade. Conclui-se que a horta escolar apresenta diversidade educativa, mas a produção brasileira ainda demanda maior sistematização dos conhecimentos sobre a horta escolar e também a integração curricular de modo consistente como encontrado na literatura internacional.

Abstract (en)

The use of school gardens has been encouraged as an educational strategy to link nutrition, the environment, and science education, although Brazilian research output remains scattered and lacks systematization. This study analyzed scientific literature indexed in the CAPES Journal Portal between 2006 and 2019 regarding the use of school gardens, with a focus on early elementary education (grades 1–5). A bibliometric study—predominantly quantitative and descriptive—was conducted, complemented by an identification of the educational objectives present in the publications. The descriptors "horta escolar" and "school garden" were used, and records were organized into tables and charts based on year, authorship, geographic origin, language, educational level, nature of the study, and identified educational objectives. A single article could be counted in more than one category if it addressed multiple educational objectives. A total of 125 records were found; 109 articles were included in the analysis after removing duplicates, retractions, and documents that did not meet the established criteria. Educational objectives identified using the descriptor "horta escolar" focused predominantly on Environmental Education, followed by Nutritional Education and other pedagogical aims; with the descriptor "school garden," other pedagogical aims were most frequent, followed by Nutritional Education and Environnental Education, respectively. Brazilian output focused on Environmental and Nutritional Education, featuring approaches related to agroecology, family farming, and community participation. The results reveal a higher volume and greater temporal continuity in international research, which includes studies on curricular integration, the evaluation of school garden implementation, and sustainability. The study concludes that while school gardens offer educational diversity, Brazilian research still requires greater systematization of knowledge and consistent curricular integration, similar to what is found in international literature

Abstract (es)

El uso de huertos escolares se ha fomentado como estrategia educativa para vincular la alimentación, el medio ambiente y la ciencia, aunque la producción brasileña sigue dispersa y poco sistematizada. Este estudio analizó la producción científica indexada en el Portal de Publicaciones Periódicas de CAPES, entre 2006 y 2019, sobre el uso de huertos escolares, con énfasis en Primaria I. Se realizó un estudio bibliométrico, predominantemente cuantitativo y descriptivo, complementado con la identificación de los propósitos educativos presentes en las publicaciones. Se utilizaron los descriptores "horta escolar" y "school garden", y los registros se organizaron en tablas y gráficos según el año, la autoría, el origen geográfico, el idioma, el nivel educativo, la naturaleza del estudio y los propósitos educativos identificados. Un mismo artículo podía contabilizarse en más de una categoría cuando abordaba diferentes propósitos educativos. Se encontraron 125 registros, de los cuales 109 artículos se incluyeron en el análisis tras eliminar duplicados, retractaciones y documentos incompatibles con los criterios establecidos. Los propósitos educativos identificados con el descriptor "huerto escolar" se centraron predominantemente en la Educación Ambiental, seguida de la Educación Nutricional y otros propósitos pedagógicos; con "huerto escolar", otros propósitos pedagógicos fueron más frecuentes, seguidos de la Educación Nutricional y la Educación Ambiental, respectivamente. La producción brasileña se centró en la Educación Ambiental y Nutricional, con enfoques relacionados con la agroecología, la agricultura familiar y la participación comunitaria. Los resultados muestran un mayor volumen y continuidad temporal en la producción internacional, que incluye estudios sobre integración curricular, evaluación de la implementación de huertos escolares y sostenibilidad. Se concluye que el huerto escolar presenta diversidad educativa, pero la producción brasileña aún requiere una mayor sistematización del conocimiento sobre el huerto escolar y también una integración curricular de manera consistente, como se encuentra en la literatura internacional.

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How to Cite

APA

Gomes Santos, V., and João Abdounur, O. (2026). O uso da horta escolar no ensino fundamental I no Brasil: um estudo bibliométrico. Góndola, enseñanza y aprendizaje de las ciencias, 21(3), e24269. https://doi.org/10.14483/23464712.24269

ACM

[1]

Gomes Santos, V. and João Abdounur, O. 2026. O uso da horta escolar no ensino fundamental I no Brasil: um estudo bibliométrico. Góndola, enseñanza y aprendizaje de las ciencias. 21, 3 (Nov. 2026), e24269. DOI:https://doi.org/10.14483/23464712.24269.

ACS

(1)

Gomes Santos, V.; João Abdounur, O. O uso da horta escolar no ensino fundamental I no Brasil: um estudo bibliométrico. Góndola Enseñ. Aprendiz. Cienc. 2026, 21, e24269.

ABNT

GOMES SANTOS, Vanessa; JOÃO ABDOUNUR, Oscar. O uso da horta escolar no ensino fundamental I no Brasil: um estudo bibliométrico. Góndola, enseñanza y aprendizaje de las ciencias, [S. l.], v. 21, n. 3, p. e24269, 2026. DOI: 10.14483/23464712.24269. Disponível em: https://revistas.udistrital.edu.co/index.php/GDLA/article/view/24269. Acesso em: 6 nov. 2026.

Chicago

Gomes Santos, Vanessa, and Oscar João Abdounur. 2026. “O uso da horta escolar no ensino fundamental I no Brasil: um estudo bibliométrico”. Góndola, enseñanza y aprendizaje de las ciencias 21 (3):e24269. https://doi.org/10.14483/23464712.24269.

Harvard

Gomes Santos, V. and João Abdounur, O. (2026) “O uso da horta escolar no ensino fundamental I no Brasil: um estudo bibliométrico”, Góndola, enseñanza y aprendizaje de las ciencias, 21(3), p. e24269. doi: 10.14483/23464712.24269.

IEEE

[1]

V. Gomes Santos and O. João Abdounur, “O uso da horta escolar no ensino fundamental I no Brasil: um estudo bibliométrico”, Góndola Enseñ. Aprendiz. Cienc., vol. 21, no. 3, p. e24269, Nov. 2026.

MLA

Gomes Santos, Vanessa, and Oscar João Abdounur. “O uso da horta escolar no ensino fundamental I no Brasil: um estudo bibliométrico”. Góndola, enseñanza y aprendizaje de las ciencias, vol. 21, no. 3, Nov. 2026, p. e24269, doi:10.14483/23464712.24269.

Turabian

Gomes Santos, Vanessa, and Oscar João Abdounur. “O uso da horta escolar no ensino fundamental I no Brasil: um estudo bibliométrico”. Góndola, enseñanza y aprendizaje de las ciencias 21, no. 3 (November 5, 2026): e24269. Accessed November 6, 2026. https://revistas.udistrital.edu.co/index.php/GDLA/article/view/24269.

Vancouver

1.

Gomes Santos V, João Abdounur O. O uso da horta escolar no ensino fundamental I no Brasil: um estudo bibliométrico. Góndola Enseñ. Aprendiz. Cienc. [Internet]. 2026 Nov. 5 [cited 2026 Nov. 6];21(3):e24269. Available from: https://revistas.udistrital.edu.co/index.php/GDLA/article/view/24269