Uso do jardim sensorial como ferramenta de educação ambiental e inclusão social: uma revisão de literatura

Abstract

In the current context, characterized by increasing environmental degradation and the need for accessible and inclusive spaces, sensory gardens emerge as viable alternatives to promote experiential learning, the appreciation of human diversity, and a closer relationship with nature. The main objective of this study is to analyze the use of sensory gardens as a tool for environmental education and social inclusion through a literature review. The research was conducted through a literature review, using a qualitative approach and exploratory nature, consulting databases such as Scielo, Google Scholar, CAPES, and institutional journals. The results highlighted that sensory gardens are designed spaces that utilize multisensory stimuli, such as textures, aromas, sounds, and shapes, fostering environmental education in a practical and participatory way. Furthermore, they stood out as effective tools for social inclusion by respecting the principles of universal design, ensuring accessibility for individuals with different physical and cognitive abilities. The analysis also identified challenges such as lack of financial resources, the need for specific public policies, and the shortage of professional training for the implementation and maintenance of these spaces. It is concluded that sensory gardens have the capacity to promote environmental education and social inclusion, especially when integrated into pedagogical and community practices. However, for these spaces to be widely implemented, it is necessary to overcome structural, technical, and financial challenges through public policies and intersectoral mobilization.