Estudo de caso do projeto escolar interdisciplinar PANC (Plantas alimentícias não convencionais), na Escola Municipal Olga Benário Prestes, Macaé (RJ)

Abstract

This paper analyzes the results from the case study “Interdisciplinary School Project PANC (Non-Conventional Edible Plants) – healthy and nutritious food for all” for the teaching- learning process in the Geography curricular component (Elementary Education) at the Olga Benário Prestes Municipal School, in Macaé (RJ) between 2020 and 2024. Based on the premise that the development of interdisciplinary school projects contributes to geographic education, we sought to prove that the activities carried out by the aforementioned project contributed to strengthening the role of students as protagonists of the teaching-learning process, stimulating their scientific reasoning and geographic perspective, aiming at the development of cognitive skills and competencies as well as the critical sense of students. The objective of this study was to analyze theoretically and methodologically the foundations of interdisciplinary school projects, which in the case studied were carried out based on the curricular components of Geography and Science with students in Elementary School. For the analysis proposed here, the qualitative methodology of the case study was chosen, widely used in social disciplines, but also applied to disciplines of natural sciences. It was necessary to explain how the theme of the project – non-conventional edible plants (PANC) – integrates with themes, concepts and categories of analysis of Geography, as well as the concepts of interdisciplinarity and youth protagonism in basic education. The procedures carried out in the lectures and workshops and the promotional materials of the PANC project are also presented.