Rodrigues, Paulla VieiraBrito, Franciane Gomes deSantos, Geiciane Silva dos2026-09-252026-09-252026https://repositorio.ifrr.edu.br/handle/123456789/562Biology teaching in high school presents challenges related to the understanding of contents that are frequently approached in an abstract way and disconnected from the students' reality. In this context, the school garden emerges as a pedagogical alternative capable of promoting the integration between theory and practice, favoring the contextualization of learning. This study aimed to propose a didactic sequence based on the theory of meaningful learning, using the school garden as a pedagogical strategy for teaching Biology in high school. The research showed that this practice contributes to the development of environmental awareness, sustainable habits, the valorization of traditional knowledge, and the understanding of Botany, Ecology, and Environmental Education contents, with an emphasis on vegetables and medicinal plants. Currently, the study of these species assumes great social and scientific relevance, integrating directly with primary health actions and aligning with the National Policy on Medicinal Plants and Phytotherapeutics of the Ministry of Health, which aims to ensure safe access and rational use of these resources. It is concluded that the use of the school garden makes the teaching-learning process more dynamic, integrated, and connected to the students' social reality.pt-BRAttribution 3.0 BrazilHorta escolarEnsino de biologiaAprendiagem significativaEducação ambientalHortaliças e plantas medicinaisoutroCIENCIAS HUMANAS::EDUCACAOCIENCIAS BIOLOGICAS::BOTANICACIENCIAS BIOLOGICAS::ECOLOGIA