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

Autores/as

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

Palabras clave:

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

Palabras clave:

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

Palabras clave:

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

Descargas

PDF (Português)

Resumen Métricas disponibles Referencias Cómo citar

Resumen (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.

Resumen (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

Resumen (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.

Referencias

Almers, E., Askerlund, P. & Kjellström, S. (2018). Why forest gardening for children? Swedish forest garden educators’ideas, purposes and experiences. The Journal of Environmental Education, 49(3), 242-259. https://doi.org/10.1080/00958964.2017.1373619

Amaral, J. A. & Lima, H. F. (2018). Plantando saúde: disseminando técnicas de compostagem e horta caseira em Mossoró/RN. Caminho Aberto: Revista de Extensão, 5(8), 95-98. https://doi.org/10.35700/ca.2018.ano5n8.p95-98.2292

Angeles-Agdeppa, I., Monville-Oro, E., Gonsalves, J. F. & Capanzana, M. V. (2019). Integrated school-based nutrition programme improved the knowledge of mother and school children. Maternal & Child Nutrition, 15(3), e12794. https://doi.org/10.1111/mcn.12794

Babic, M. J. (2019). No school garden? Grow one. Scholastic Choices/Current Health Teens, 35(5), 8.

Bang-Jensen, V. (2012). Give us a sign! Third graders interpret their school garden. Legacy Magazine. 23(4), 22-25.

Barbosa, N. V. S. (2007). Projeto Educando com a Horta Escolar Caderno 1. A horta escolar dinamizando currículo da escola. Brasília: Organização das Nações Unidas para e Agricultura e Alimentação. Fundo Nacional de Desenvolvimento da Educação, Ministério da Educação.

Baldin, N. & Mello, A. C. (2015). Educação ambiental para sensibilizar a coparticipação com a natureza: a agroecologia na escola. Reflexão&Ação, 23(3), 378-403. https://doi.org/10.17058/rea.v23i3.6025

Barbosa, N. V. S. (2009). Projeto Educando com a Horta Escolar Caderno 3. Alimentação e nutrição: caminhos para uma vida saudável. Brasília: Organização das Nações Unidas para e Agricultura e Alimentação. Fundo Nacional de Desenvolvimento da Educação, Ministério da Educação.

Brandani, J. Z., Silva, L. D., Gomes, S. S., Oliveira, V. S., Pereira, Z. V. & Alvez-Junior, V. V. (2014). A horta escolar promovendo a educação ambiental e alimentar de crianças da Escola Municipal Geraldino Neves Corrêa no Distrito de Picadinha-Dourados/MS. RealizAção, 1(2), 01-09.

Brasil. (2006a). Ministério da Saúde; Ministério da Educação. Portaria interministerial 1.010, de 8 de maio de 2006. Institui as diretrizes para a Promoção da Alimentação Saudável nas Escolas de educação infantil, fundamental e nível médio das redes públicas e privadas, em âmbito nacional. Brasília: Diário Oficial da República Federativa do Brasil.

Brasil. (2006b). Ministério da Saúde; Ministério da Educação. Lei 11.346, de 15 de setembro de 2006. Cria o Sistema Nacional de Segurança Alimentar e Nutricional (SISAN) com vistas em assegurar o direito humano à alimentação adequada e dá outras providências. Brasília: Presidência da República.

Brasil. (2018). Ministério da Educação. Base Nacional Comum Curricular- BNCC 3ª versão. Brasília: Ministério da Educação. 600p.

Burns, H. & Miller, W. (2012). The Learning gardens laboratory: teaching sustainability and developing sustainable food systems through unique partnerships. Journal of Agriculture, Food Systems, and Community Development, 2(3), 69-78. https://doi.org/10.5304/jafscd.2012.023.003

Burt, K. G., Koch, P. & Contento, I. (2017a). Development of the GREEN (Garden Resources, Education, and Environment Nexus) tool: an evidence-based model for school garden integration. Journal of the Academy of Nutrition and Dietetics. 117(10), 1517-1527. https://doi.org/10.1016/j.jand.2017.02.008

Burt, K.; Burgermaster, M. (2017b). Factors that contribute to school garden integration and success. Journal of the Academy of Nutrition and Dietetics. 117(10), 142. https://doi.org/10.1016/j.jand.2017.08.086

Burt, K. G.; Burgermaster, M.; Jacquez, R. (2018). Predictors of school garden integration: factors critical to gardening success in New York City. Health Education & Behavior. 45(6), 849-854. https://doi.org/10.1177/1090198118760685

Burt, K. G.; Lindel, N.; Wang, J.; Burgermaster, M.; Fera, J. (2019). A nationwide snapshot of predictors of and barriers to school garden success. Journal of Nutrition Education and Behavior. 51(10), 1139-1149. https://doi.org/10.1016/j.jneb.2019.06.020

Cairns, K. (2016). Connecting to food: cultivating children in the school garden. Children’s Geographies. 15(3), 304-318. https://doi.org/10.1080/14733285.2016.1221058

Calberry, V., Pivarnilk, L. & Lofgren, I. (2016). Food safety and school garden program for elementary and middle school students. Faseb Journal, 29(1), 362-371. https://doi.org/10.1096/fasebj.29.1_supplement.120.8

Christodoulou, A. & Korfiatis, K. (2019). Children’s interest in school garden projects, environmental motivation and intention to act: A case study from a primary school of Cyprus. Applied Environment Education & Communication, 18(1), 2-12. https://doi.org/10.1080/1533015X.2017.1419104

Chueke, G. V. & Amatucci, M. (2015). O que é bibliometria? Uma introdução ao fórum. Revista Eletrônica de Negócios Internacionais. 10(2), 1-5. https://doi.org/10.18568/1980-4865.1021-5

Coelho, D. E. P. & Bógus, C. M. (2016). Vivências de plantar e comer: a horta escolar como prática educativa, sob a perspectiva dos educadores. Saúde e Sociedade, 25(3), 761-770. https://doi.org/10.1590/s0104-12902016149487

Corbin, J. (2012). First peas to the table: How Thomas Jefferson inspired a school garden. School Library Journal, 58(2), 88.

Cotter, J., Cotter, J. M., Oliveira, P., Cunha, P. & Polónia, J. (2013). Salt intake in children 10-12 years old and its modification by active working practices in a school garden. Journal of Hypertension, 31(10), 1966-1971. https://doi.org/10.1097/HJH.0b013e328363572f

Cotugna, N., Manning, C. K. & Didomenico, J. (2012). Impact of the use of produce grown in an elementary school garden on consumption of vegetables at school lunch. Journal of Hunger & Environmental Nutrition, 7(1), 11-19. https://doi.org/10.1080/19320248.2012.649668

Cramer, S. E., Ball, A. L. & Hendrickson, M. K. (2019). “Our school system is trying to be agrarian”: educating for reskilling and food system transformation in the rural school garden. Agriculture and Human Values. 36(3), 507-519. https://doi.org/10.1007/s10460-019-09942-1

Curriculum Review. (2015). Successful inner-city school garden program alms to feed neighborhood: all grades. Curriculum Review, 54(9), 7-8.

Dardano, C. (2013). Strengthen nutrition education in primary schools, using school gardensbased learning improve fruit and vegetable e consumption among students and teachers. Annals of Nutrition and Metabolism. 63(1), 466.

Desmond, D., Grieshop, J. & Subramaniam, A. (2004). Revisiting garden-based learning in basic education. Roma: Food and Agriculture Organization International Institute of the United Nations for Educational Planning.

Diaz, J. M., Warner, L. A., Webb, S. & Barry, D. (2019). Obstacles for school garden program success: Expert consensus to inform policy and practice. Applied Environmental Education & Communication, 18(3), 195-206. https://doi.org/10.1080/1533015X.2018.1450170

Domenghini, C. & Shoemaker, C. (2009). Fall After-school Garden Curriculum for Overweight and Obesity Prevention. Hortscience, 44(4), 1100.

Doria, N. G., Coelho, D. E. P., Garcia, M. T., Watanabe, H. A. W. & Bogus, C. M. (2017). The experience of an agroecological school garden as an interactive and creative health promotion strategy. Demetra: Food, Nutrition & Health, 12(1), 69-90. https://doi.org/10.12957/demetra.2017.23788

Duncan, D. W., Collins, A., Fuhrman, N. E., Knauft, D. A. & Berle, D. C. (2016). The Impacts of a School Garden Program on Urban Middle School Youth. Journal of Agricultural Education, 57(4), 174-185. https://doi.org/10.5032/jae.2016.04174

Edmondson, J. (2009). The Ackworth School Garden and Orchard. Garden History, 37(2), 226-230.

Erismann, S., Shrestha, A., Diagbouga, S., Knoblauch, A., Gerold, J., Herz, R., Sharma, S., Schindler, C., Odermatt, P., Drescher, A., Yang, R., Utzinger, J. & Cissé, G. (2016). Complementary school garden, nutrition, water, sanitation and hygiene interventions to improve children nutrition and health status in Burkina Faso and Nepal: a study protocol. BMC Public Health, 16, 1-11. https://doi.org/10.1186/s12889-016-2910-7

Erismann, S., Diagbouga, S., Schindler, C., Odermatt, P., Knoblauch, A. M., Gerold, J., Leuenberger, A., Shrestha, A., Tarnagda, G., Utzinger, J., Cissé, G. (2017a). School children’s intestinal parasite and nutritional status one year after complementary school garden, nutrition, water, sanitation, and hygiene interventions in Burkina Faso. The American Journal of Tropical Medicine and Hygiene, 97(3), 904-913. https://doi.org/10.4269/ajtmh.16-0964

Erismann, S., Knoblauch, A. M., Diagbouga, S., Odermatt, P., Gerold, J., Shrestha, A., Tarnagda, G., Savadogo, B., Schindler, C., Utzinger, J., Cissé, G. (2017b). Prevalence and risk factors of undernutrition among schoolchildren in the Plateau Central and Centre-Ouest regions of Burkina Faso. Infectious Diseases of Poverty, 6(1), 1-14. https://doi.org/10.1186/s40249-016-0230-x

Evans, A., Ranjit, N., Hoelscher, D., Jovanovic, C., Lopes, M., Mcintosh, A., Ory, M., Whittlesey, L., Mckyer, L., Kirk, A., Smith, C., Walton, C., Heredia, N. I. & Warren, J. (2016). Impact of school-based vegetable garden and physical activity coordinated health interventions on weight status and weight-related behaviors of ethnically diverse, low-income students: Study design and baseline data of the Texas, Grow! Eat! Go! (TGEG) cluster-randomized controlled trial. BMC Public Health, 16(1), 1-16. https://doi.org/10.1186/s12889-016-3453-7

Fernandes, M. C. A. (2007). Projeto Educando com a Horta Escolar Caderno 2. Orientações para implantação e implementação da horta escolar. Brasília: Organização das Nações Unidas para e Agricultura e Alimentação. Fundo Nacional de Desenvolvimento da Educação, Ministério da Educação.

Finney, C. & Pope, J. (2018). Children Prefer Vegetables after Participation in School Garden Initiative. Journal of the Academy of Nutrition and Dietetics, 118(9), 41. https://doi.org/10.1016/j.jand.2018.06.159

Fisher-Maltese, C. (2016). “We won’t hurt you butterfly!” second-graders become environmental stewards from experiences in a school garden. International Journal of Early Childhood Environmental Education, 4(1), 54-69.

Fleszar, E. & Gwardys-Szczesna, S. (2009). The school gardens in preserving biological diversity for education of sustainable development. Bulgarian Journal of Science and Education Policy, 3(2), 216-232.

Fonseca, G. (2014). Percepções de estudantes do curso técnico em administração integrado ao ensino médio sobre o uso de práticas em agroecologia urbana no ensino de biologia e gestão ambiental. Gondola: Ensenanza Aprendizaje de las Ciências, 9(2), 79-96. https://doi.org/10.14483/jour.gdla.2014.2.a06

Friesen, C. A. (2011). How to grow a school garden: a complete guide for parents and teachers. Journal of Nutrition Education and Behavior, 43(2), 140.e3. https://doi.org/10.1016/j.jneb.2010.12.003

Gardner, K., Koch, P. & Contento, I. R. (2014). Characteristics of active New York city school gardens according to the school garden integration framework. Journal of Nutrition Education and Behavior, 46(4), 151. https://doi.org/10.1016/j.jneb.2014.04.142

Gardner, K., Koch, P. & Contento, I. (2015). Strategies used by New York city school gardeners to operationalization the school garden integration framework’s components. Journal of Nutrition Education and Behavior, 47(4), 49. https://doi.org/10.1016/j.jneb.2015.04.129

Gatto, N. M., Martinez, L. C., Spruijt-Metz, D. & Davis, J. N. (2015). LA sprouts randomized controlled nutrition and gardening program reduces obesity and metabolic risk in latino youth. Obesity, 23(6), 1244-1251. https://doi.org/10.1002/oby.21077

Greer, A. E., Rainville, K., Knausenberger, A. & Sandolo, C. (2019). Opportunities for school garden-based health education in a lower-income, diverse, urban school district. American Journal of Health Education, 50(4), 257-266. https://doi.org/10.1080/19325037.2019.1616010

Griffin, B. (2019). Systematic aproach to meeting the needs of school garden clients. Journal of Extension, 57(1), 1-4. https://doi.org/10.34068/joe.57.01.21

Hazzard, E. L., Moreno, E., Beall, D. L. & Zindenberg-Cherr, S. (2010). An Evaluation of the California Instructional School Garden Program Grants. Faseb Journal, 24(1), 1. https://doi.org/10.1096/fasebj.24.1_supplement.940.7

Hazzard, E. L., Moreno, E., Beall, D. L. & Zidenberg-Cherr, S. (2012a). An evaluation of the California Instructional School Garden Program. Public Health Nutrition, 15(2), 285-290. https://doi.org/10.1017/S1368980011001248

Hazzard, E. L., Moreno, E., Beall, D. L. & Zindenberg-Cherr, S. (2012b). Factors contributing to a school’s decision to apply for the California instructional school garden program. Journal of Nutrition Education and Behavior, 44(4), 379-383. https://doi.org/10.1016/j.jneb.2011.08.001

Hayden-Smith, R. (2007). “Soldiers of the Soil”: the work of the United States school garden army during World War I. Applied Environmental Education & Communication, 6(1), 19-29. https://doi.org/10.1080/15330150701319453

Howe, K., Bach, J., Decoito, M., Frias, S., Hatch, R. & Jarvi, S. (2018). Reducing Rat Lungworm Disease in Hawai’ I Through a Collaborative Partnership With k-12 School Garden and Agriculture Projects. Frontiers in Public Health, 6(a203), 1-9. https://doi.org/10.3389/fpubh.2018.00203

Huelskamp, A. C. (2018). Enhancing the health of school garden programs and youth: a systematic review. Health Educator, 50(1), 11-23.

Huys, N., Cardon, G., Craemer, M., Hermans, N., Renard, S., Roesbeke, M., Stevens, W., Lepeleere, S. & Deforche, B. (2019). Effect and process evaluation of a real-world school garden program on vegetable consumption and its determinants in primary school children. PLOS ONE, 14(3), 1-16. https://doi.org/10.1371/journal.pone.0214320

Jaenke, R. L., Collins, C. E., Morgan, P. J., Lubans, D. R., Saunders, K. L. & Warren, J. M. (2012). The impact of a school garden and cooking program on boys’ and girls’ fruit and vegetable preferences, taste rating, and intake. Health Education & Behavior, 39(2), 131-141. https://doi.org/10.1177/1090198111408301

Joyce, A. (2010). How to grow a school garden: a complete guide for parents and teachers. Booklist, 106(19-20), 12.

Kuntariningsih, A.(2018). Impact analysis of school garden program to overcome mal nutrition of children. Jurnal Kesehatan Komunitas, 4(1), 27-32. https://doi.org/10.25311/keskom.Vol4.Iss1.223

Kwon, M. H., Seo, C., Kim, J., Kim, M., Pak, C. H. & Lee, W-K. (2015). Current Status of Children’s Gardens Within Public Gardens in the United States. Horttechnology, 25(5), 671-680. https://doi.org/10.21273/HORTTECH.25.5.671

Kwon, M. H., Kim, J., Seo, C., Lee, C. W., Jang, E. J. & Lee, W-K. (2016). Education programs in public children’s gardens in the United States. HortTechnology, 26(1), 70-82. https://doi.org/10.21273/HORTTECH.26.1.70

Langellotto, G. A. & Gupta, A. (2012). Gardening increases vegetable consumption in school-aged children: a meta-analytical synthesis. Horttechnology, 22(4), 430-445. https://doi.org/10.21273/HORTTECH.22.4.430

Litchman, L. (2010). “Grow your garden: an educator’s first-hand guide to planning, glowing, and teaching with a school garden.” Scholastic Instructor, 119(6), 61-63.

Loertscher, D. (2009). A librarian’s guide to cultivating an elementary school garden. Teacher Librarian, 36(4), 59-60.

Lopez-Iturri, P., Celaya-Echarri, M., Azpilicueta, L., Aguirre, E., Astrain, J. J., Villadangos, J. & Falcone, F. (2018). Integration of autonomous wireless sensor networks in academic school gardens. Sensors, 18(11), 1-18. https://doi.org/10.3390/s18113621

Massarani, F. A., Citelli, M., Canella, D. S. & Koury, J. C. (2019). Healthy eating promoting in a Brazilian sports-oriented school: a pilot study. Peer Journal, 7(e7601), 1-13. https://doi.org/10.7717/peerj.7601

Melo, J. S. (2019). Horta escolar, cultivar é educar. Revista Insignare Scientia, 2(1), 116-126. https://doi.org/10.36661/2595-4520.2019v2i1.10776

Miller, S. E., Lee, J. S. & Berle, D. (2012). Community engagement from the ground up: An interdisciplinary service-learning after-school garden program. Journal of Agriculture, Food Systems, and Community Development, 2(3), 121-135. https://doi.org/10.5304/jafscd.2012.023.013

Mills, R. W. (2012). First peas to the table: how Thomas Jefferson ispired a school garden. Library Media Connection, 31(1), 62-63.

Mitchell, M., Goldsworthy, N., Roth, A. & Gonzalez-Avram, C. (2019a). Unique inschool garden and nutrition intervention improves vegetable preference and food literacy in two independently conducted evaluations. Current Development in Nutrition, 3(1), 1432.

Mitchell, M., Goldsworthy, N., Roth, A. & Gonzalez-Avram, C. (2019b). Process evaluation across four markets informs revisions for implementation of unique in- school garden and nutrition intervention at scale. Journal of the Academy of Nutrition and Dietetics, 119(9), A43. https://doi.org/10.1016/j.jand.2019.06.113

Moraes, L. H. & Santos, M. G. (2019). Sabores e dissabores de uma horta escolar: percepções gustativas e vivências de alunos do ensino fundamental. Revista Insignare Scientiae, 2(4), 20-42. https://doi.org/10.36661/2595-4520.2019v2i4.10862

Morgado, F. S. & Santos, M. A. A. (2008). A horta escolar na educação ambiental e alimentar: experiência do Projeto Horta Viva nas escolas municipais de Florianópolis. Extensio: Revista Eletrônica de Extensão, 5(6), 57-67.

Nicolás, A. M. B. & Soler, A. H. (2016). Teaching innovation in the degree of máster of the university of Valencia. Auditory and visual perception of landscape through ICT. Opción, 32(7), 215-230.

Nonnecke, G., Lee Burras, C., Obaa, B., Saunders, K. & Acker, D. (2007). Service learning through a school garden program in Uganda. Hortscience, 42(4), 945.

Okubo, Y. (1997). Bibliometric Indicators and Analysis of Research Systems: Methods and Examples. Paris: Organisation for Economic Co-Operation and Development-OECD. Science, Technology and Industry Working Papers, 1997/01. OECD Publishing. Systems.

Ottoni, I. C., De Oliveira, B. M. P. M. & Bandoni, D. H. (2019). The national school feeding program as a promoter of food and nutrition education actions in Brazilian schools. Mundo da Saúde, 43(2), 374-389. https://doi.org/10.15343/0104-7809.20194302374389

Pascoe, J. & Wyatt-Smith, C. (2013). Curriculum literacies and the school garden. Literacy Learning: The Middle Years, 21(1), 34-47.

Persohn, L. (2012). Swann, Rick. Our School Garden! School Library Journal, 58(6), p. 99.

Phelan, C. It’s our garden: from seeds to harvest in a school garden. Booklist, 109(12), 74.

Pogačnik, M., Žnidarčič, D. & Strgar, J. (2014). A school garden in biotechnical education. Archives of Biological Sciences, 66(1), 393-400. https://doi.org/10.2298/ABS1401393P

Pompeu, M., Nunes, N. & Leite, S. (2013). Transformando a escola com o Projeto Educando com a Horta Escolar e a Gastronomia. Revista Cenário, 1(1), 138-143. https://doi.org/10.26512/revistacenario.v1i1.15214

Prastiwi, L., Sigit, D. V. & Sedayu, A. (2018). The correlation between student’s perception about school garden with the attitude of school environmental management. Biosfer, 8(1), 29-33. https://doi.org/10.21009/biosferjpb.8-1.4

Pritchard, A. (1969). Statistical Bibliography or Bibliometrics? Journal of Documentation, 25(4), 348-349. https://doi.org/10.1108/eb026482

Ratcliffe, M. M., Merrigan, K. A., Rogers, B. L. & Goldberg, J. P. (2011). The effects of school garden experiences on middle school-aged students’ knowledge, attitudes, and behaviors associated with vegetable consumption. Health Promotion Practice, 12(1), 36-43. https://doi.org/10.1177/1524839909349182

Retzlaff-Fürst, C. (2016). Biology education & health education: a school garden as a location of learning & well-being. Universal Journal of Educational Research, 4(8), 1848- 1857. https://doi.org/10.13189/ujer.2016.040814

Ribeiro, R. L., Almeida, R. S. & Santos, C. J. S. (2019). O Programa Mais Educação e a horta escolar: perspectivas geográficas. Diversitas Journal, 4(2), 528-541. https://doi.org/10.17648/diversitas-journal-v4i2.802

Rocca, L., Donadelli, G. & Ziliotto, S. (2012). Let’s Plan the School Garden: A Participatory Project on Sustainability in a Nursey School in Padua. Review of International Geographical Education, 2(2), 219-243.

Rocha, P. F. M. (2009a). Projeto Educando com a Horta Escolar Caderno 4 volume 1 (6 a 10 anos). Aprendendo com a horta. Brasília: Organização das Nações Unidas para e Agricultura e Alimentação. Fundo Nacional de Desenvolvimento da Educação, Ministério da Educação.

Rocha, P. F. M. (2009b). Projeto Educando com a Horta Escolar Caderno 4 volume 2 (11 a 14 anos). Aprendendo com a horta. Brasília: Organização das Nações Unidas para e Agricultura e Alimentação. Fundo Nacional de Desenvolvimento da Educação, Ministério da Educação.

Rodrigues, M. D., Cipriano, D. M., Estevam, B. S., Calheiros, D. L. M., Versa-Neto, F. Q. & Leitão, A. S. (2018). A educação ambiental através da horta escola: um estudo de caso entre duas escolas da cidade de Rio Grande, RS. Tempos e Espaços em Educação, 11(27), 217-232. https://doi.org/10.20952/revtee.v11i27.7272

Rye, J. A., Selmer, S. J., Pennington, S., Vanhorn, L., Fox, S. & Kane, S. (2012). Elementary school garden programs enhance science education for all learners. Teaching Exceptional Children, 44(6), 58-65. https://doi.org/10.1177/004005991204400606

Santana, D. A., Lima, G. F. C. & Furtado, G. D. (2018). Projeto interdisciplinar de uma horta escolar no processo de transformação em escolas sustentáveis. Environmental Smoke, 1(2), 185-185. https://doi.org/10.32435/envsmoke.201812185

Santos, M., Azevedo, T., Freire, J., Arnauld, D. & Reis, F. (2014). Horta escolar agroecológica: incentivadora da aprendizagem e de mudanças de hábitos alimentares no ensino fundamental/School garden agroecological: supportive learning and chang in feating habits in elementary school. Holos, 4(30), 278-290. https://doi.org/10.15628/holos.2014.1705

Santos, V. G. (2022). O uso da horta escolar no ensino fundamental I: Um estudo bibliométrico [Dissertação de mestrado, Universidade de São Paulo]. Biblioteca Digital de Teses e Dissertações da USP. https://doi.org/10.11606/D.48.2022.tde-27052022-111238

Sarb, K. (2010). School garden food service toolkit: a guide for school nutrition professionals. Journal of Nutrition Education and Behavior, 42(4), 74-75. https://doi.org/10.1016/j.jneb.2010.03.015

Selmer, S. J., Rye, J. A., Malone, E., Fernandez, D. & Trebino, K. (2014). What should we grow in our school garden to sell at the farmers’ market? initiating statistical literacy through science and mathematics integration. Science Activities, 51(1), 17-32. https://doi.org/10.1080/00368121.2013.860418

Selmer, S., Valentine, K., Luna, M., Rummel, S. & Rye, J. (2016). How can we best use our school garden space? Exploring the concepts of area and perimeter in an authentic learning context. Australian Primary Mathematics Classroom, 21(4), 3-10.

Shinn, M. (2012). Planting the seed: how one school’s garden program gets children interested in gardening. Horticulture, 109(3), 38-43.

Silva, E. C. R., Fonseca, A. B. C., Dysarz, F. P. & Reis, E. J. (2015a). Hortas escolares: possibilidades de anunciar e denunciar invisibilidades nas práticas educativas sobre alimentação e saúde. Alexandria: Revista de educação em ciência e tecnologia, 8(1), 265-288. https://doi.org/10.5007/1982-5153.2015v8n1p265

Silva, A. C. D., Sousa, A. A. & Nascimento, C. R. (2015b). Horta na escola: sustentabilidade e hábitos saudáveis no município de Cantá-RR. Atas de Saúde Ambiental, 3(3), 80-89.

Silva, F. Q., Santos, E. B. A., Brandão, M. M. & Vils, L. (2016). Estudo bibliométrico: orientações sobre sua aplicação. Revista Brasileira de Marketing, 15(2), 246-262. https://doi.org/10.5585/remark.v15i2.3274

Silva, C. S., Araújo, R. G. V., Silva, A. B., Silva, G. T. S., Rego, E. J. R., Cardoso, F. A., Albuquerque, A. W. & Lima, J. R. B. (2017). Horta escolar: a extensão dialogando com a universidade, valorizando a escola e desenvolvendo a comunidade. Ciência Agrícola, 15(1), 23-26. https://doi.org/10.28998/rca.v15i0.3724

Smith, A. & Shoemaker, C. (2009). Affecting family support for home gardening through an after-school garden club intervention. Hortscience, 44(4), 1100.

Smith, N. (2009). Food for thought: through a school garden project, New Orleans students turn seeds into tasty treats. Super Science, 20(7), 6-11.

Sobreiro, A. I., Peres, L. L. S., Costa, R. G. L., Alves-Junior, V. V. & Pereira, Z. V. (2014). Educação ambiental na escola Neil Fioravante (CAIC): conhecimentos dos alunos acerca da sustentabilidade. RealizAção, 1(2), 26-37.

Sottile, F., Fiorito, D., Tecco, N., Girgenti, V. & Peano, C. (2016). An interpretive framework for assessing and monitoring the sustainability of school gardens. Sustainability, 8(8), 1-15. https://doi.org/10.3390/su8080801

Sousa, R. R., Garcia, S. L. S. & Fernandes, L. P. (2017). Contribuições da educação ambiental e horta escolar na promoção de melhoria ao ensino, á saúde e ao ambiente. Ciência Agrícola, 15(1), 1-5. https://doi.org/10.28998/rca.v15i0.3604

Souza, P. H., Carvalho, N. P. A. & Souza, M. J. F. S. (2018). Contribuições de uma sequência didática interdisciplinar em uma abordagem investigativa: a horta escolar no contexto. Espaço Pedagógico, 25(2), 322-338. https://doi.org/10.5335/rep.v25i2.8167

Stavrianos, A. (2016). Green inclusion: biophilia as a necessity. British Journal of Special Education, 43(4), 416-429. https://doi.org/10.1111/1467-8578.12155

Swank, J. M. & Swank, D. E. (2013). Student growth within the school garden: addressing personal/social, academic, and carrer development. Journal of School Counseling, 11(21), 1-31.

Subramanyam, K. (1983). Bibliometric studies of research collaboration: A review. Journal of Information Science, 6(1), 33-38. https://doi.org/10.1177/016555158300600105

Takemura, K., Torii, H., Tatematu, M., Taniguti, Y., Imatuji, M. & Yamamoto, K. (2013). ESD Rice Project – Culture and succession of ancient and traditional Rice as a cultural heritage in a school. Bulletin of Research Center for Educational Practice Development, 22, 181-186.

Tandoğan, O. (2014). More livable urban space for children: practices around the world. Megaron, 9(1), 19-33. https://doi.org/10.5505/megaron.2014.43534

Tangen, D. & Fielding-Barnsley, R. (2007). Environmental education in a culturally diverse school. Australian Journal of Environmental Education, 23(6), 23-30. https://doi.org/10.1017/S0814062600000689

Turner, L., Eliason, M., Sandoval, A. & Chaloupka, F. J. (2016). Increasing prevalence of US elementary school gardens, but disparities reduce opportunities for disadvantaged students. Journal of School Health, 86(12), 906-912. https://doi.org/10.1111/josh.12460

Wansink, B., Hanks, A. S. & Just, D. R. (2015). A plant to plate pilot: a cold-climate high school garden increased vegetable selection but also waste. Acta Paediatrica, 104(8), 823-826. https://doi.org/10.1111/apa.13028

Whitehead, K. (2018). James Greenlees’ school garden and the suburban dream in colonial Australia. Studies in the History of Gardens & Designed Landscapes, 38(4), 342- 352. https://doi.org/10.1080/14601176.2018.1505138

Williams, D. R. & Dixon, P. S. (2013). Impact of Garden-Based Learning on Academic Outcomes in Schools: Synthesis of Research Between 1990 and 2010. Review of Educational Research, 83(2), 211-235. https://doi.org/10.3102/0034654313475824

Winters, J., Ring, T. & Burriss, K. (2010). Cultivating math and science in a school garden. Childhood Education, 86(4), 248G-248J.

Wooler, F. (2016). Educating the workers of Sheffield in the 18th and 19th centuries: St Lukes’s National School, Garden Street, Sheffield. Industrial Archaeology Review, 38(1), 47-58. https://doi.org/10.1080/03090728.2016.1156850

Wormell, I. (1998). Informetria: explorando bases de dados como instrumentos de análise. Ciência da Informação, 27(2), 210-216. https://doi.org/10.1590/S0100-19651998000200016

Zarger, R. (2008). School garden pedagogies: understanding childhood landscapes. Anthropology News, 49(4), 8-9. https://doi.org/10.1525/an.2008.49.4.8

Cómo citar

APA

Gomes Santos, V., y 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. y 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, y 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. y 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 y O. João Abdounur, «O uso da horta escolar no ensino fundamental I no Brasil: um estudo bibliométrico», Góndola Enseñ. Aprendiz. Cienc., vol. 21, n.º 3, p. e24269, nov. 2026.

MLA

Gomes Santos, Vanessa, y 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, n.º 3, noviembre de 2026, p. e24269, doi:10.14483/23464712.24269.

Turabian

Gomes Santos, Vanessa, y 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 (noviembre 5, 2026): e24269. Accedido noviembre 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]. 5 de noviembre de 2026 [citado 6 de noviembre de 2026];21(3):e24269. Disponible en: https://revistas.udistrital.edu.co/index.php/GDLA/article/view/24269