Territorialized contributions to the evaluative process of the Hortas Cariocas Program

Abstract

The pedagogical vegetable garden, when integrated into the school context, goes beyond agroecological production, providing a learning space that fosters the development of competencies, skills, and values. Despite this importance, the current evaluation system of the Hortas Cariocas Program (PHC) in the municipality of Rio de Janeiro focuses exclusively on the quantity of the harvest, disregarding the pedagogical and social impact of school vegetable gardens. Based on action research conducted at Pedro Ernesto Municipal School, this study aims to propose a new evaluation model for the PHC, more aligned with the territorial and pedagogical realities of school vegetable gardens in Rio de Janeiro’s public schools. The structure of the suggested new evaluation system facilitates the monitoring process, providing support for decision-making and project adjustments, while also recognizing the garden as an educational space that promotes environmental and curricular education, as well as the engagement of the entire school community, fostering a greater sense of belonging in the territory. We hope that the proposed form contributes to the implementation of public policy and the strengthening of the Hortas Cariocas Program, expanding its impact in schools and enabling more integrated and meaningful monitoring of the pedagogical activities developed in school vegetable gardens.