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The School Gardens project allows students to develop practical workshops on gardening and experience the work first-hand. Their participation in the project provides an important outlet for the generation of knowledge, for organization and for community engagement.

The proposal of the NGO Cidades sem Fome (Cities Without Hunger) in this project is to transform the entirety of school spaces into pedagogical spaces.
It is our understanding that, in this way, such activities
will contribute to the confronting of problems identified
in the communities where the students live, turning
them into agents of transformation and of intervention
in preserving and defending the environment, as well
as cultural and historical assets.

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School Gardens

Most Brazilian cities have a significant number of
schools with large physical spaces without specific
use, which represents a liability for both the administrators and the teachers. Our project aims
to use these already existing spaces in an effective
way, appropriating them for food production and
thereby providing an interface between students, teachers and communities around educational
centers, whilst also aiming to allow for the
production of food for families in need and helping
young people build environmental ties.

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When integrated into the school environment, the
vegetable garden serves as a living laboratory that
enables the development of various pedagogical
activities in environmental and nutrition education, combining theory and practice in a contextualized
way and assisting in the teaching and learning process
while also strengthening relationships through the advancement of collective and cooperative work.

The environmental question is one of the greatest
concerns of modern society, therefore triggering a
range of initiatives which aim to reverse the current
harmful effects on life on Earth. One of these initiatives
is Environmental Education, which different institutions
of primary education are trying to implement, in the
pursuit of educating informed citizens committed to
the major concerns of society. Besides this, the fast
urban development in cities, which replaces green
spaces with concrete, reduces children's direct
contact with all the biotic elements of the natural environment of which they are an integral part.


Within this paradigm, children have increasingly
restricted spaces in which to experience the natural enjoyment of being in contact with the elements of
the environment of which they are a part of.
In primary education, environmental awareness
activities in schools are embedded in several crossed themes, mainly environment, health and consumption,
so that they permeate the entire educational practice
and, at the same time, generate a comprehensive view
of the environmental problem, in which both its
physical and social-historical aspects are considered.
It ise xtremely important to highlight the concern
shown by most teachers in teaching environmental education in schools, for this concern becomes a
favorable point for the implementation of new ideas
and proposals in this area.

Nowadays in Brazil, poor nutrition is not a problem exclusive to either the poor or the rich, but people
from all social classes eat poorly. Problems arising
from inadequate nutrition, such as malnutrition,
anemia, obesity and non-transmissible chronic
diseases, affect children, youth and adults alike.
That is why nutrition education from an early age is paramount. Food choices are learned experiences. Familiarity with food is a preponderant factor for
its acceptance and, from then on, kids learn to like
what is available. In this way, the school is undoubtedly
the best agent to promote nutrition education, since
it is during childhood and adolescence that eating
habits are established, which are then difficult to
change in adulthood.

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The purpose of nutrition education is to transform
food into a pedagogical tool, transposing the limits
of the act of eating by making it a starting point for
new discoveries. It is during childhood that the act
of eating can be widely explored, for it is at this stage
that curiosity is sharp, prejudices have not yet been formed, and the possibility of developing a broader
critical sense arises. For this reason, school gardens
play an important role in the development of good
eating habits in children, as it familiarizes them
with food.



Our proposal is innovative in its approach
by reclaiming and giving social and economic purpose to available and unused spaces in
our city. The innovation lies in giving new
meaning to the well-known community
gardens, which were mostly built on an
ideological, socialization, or occupational
therapy model. By using them as a tool, the
project creates income generation
opportunities for socially vulnerable people.


It transforms an incipient and partially dormant process
into a "Social Business", leveraging local potentialities and
existing social demands in our city. Moreover, it gives
meaning and purpose to a large number of spaces with
no defined use, which allow room for at-risk housing
settlements, environmental destruction, breeding
grounds for dengue mosquitoes and the emergence of
violence. Our strategy involves a strong network of
partnerships that, by acting together, create expressive
results in the proposed generation of jobs and income,
as well as in the nutritional improvement of those involved.
This innovative approach to creating "urban social
businesses" leverages various local resources that were
being wasted before, which hindered the development of
social inclusion strategies in many communities.

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Âncora 1



The Community Gardens project, which produced
significant results in the urban area of ​São Paulo,
was adapted and replicated to the rural area of ​​the
small town of Agudo, in Rio Grande do Sul, Brazil’s southernmost state. This small town, which had
invested on the cultivation of tobacco since the
eighties, is currently battling the problems that
have emerged from this monoculture.

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Também queremos apoiar esses produtores no acesso ao crédito, aos mercados e transformar suas ações e práticas de produção em conhecimento e valor.


Nossa meta é introduzir modelos produtivos diferenciados, promover práticas de agricultura regenerativa e processos para o desenvolvimento da economia circular.


Queremos desenvolver projetos que promovam a sustentabilidade econômica, social e ambiental dos participantes em toda a cadeia de produção envolvida.

Folha verde clara
Folha verde
Folha verde escura
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