Sustainable Development (SD) is based on three pillars: Environmental, Economic
and Social. Nowadays, with technological advances and innovative production
processes, how are students learning this concept? For this research, a Sensory
Garden (JS) already implemented at the Federal Institute of Education, Science and
Technology of Amazonas, Campus Manaus Centro, was used for students of the 1st
year of High School in the class of the Technical Course in Chemistry, where it
established the following problem question: “How to develop activities for teaching
Sustainable Development from a Sensory Garden?”. The general objective was to
investigate the contributions of a JS to the understanding of Sustainable
Development and its Objectives, to students of the 1st year of high school. And as
specific objectives, to propose Project-Based Learning (PBL) as a teaching
methodology to approach SD based on the UN's 2030 Agenda, through the JS. And
in addition, verify the potential of using JS as a didactic resource and non-formal
teaching space, for the promotion of DS and its Objectives. The research approach
was qualitative and the teaching method adopted was based on PBL. The insertion of
the theme was aligned with the National Common Curricular Base, in the context of
competences and abilities to be developed by the students, as well as the
Transversal Contemporary Themes. The ABP project was developed in the form of a
workshop lasting three hours (3h) presenting the JS as a non-formal teaching space,
in order to promote students' awareness of environmental issues. After the
methodological process, it was observed that the students were able to relate the SD
to the JS, through observation and analysis of the Sustainable Development Goals
(SDGs) that are part of the 2030 Agenda, presenting characteristics of the concepts
addressed during the Workshop “Looking for Sustainable Development. And in the
socialization of the artifacts elaborated by the groups, it was clear that the students
were able to answer the driving question worked on in the structure of the PBL
Workshop in Table 2.
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