SENSORY GARDENS AS TOOLS FOR SOCIAL INCLUSION AND ENVIRONMENTAL EDUCATION: A NARRATIVE REVIEW
DOI:
https://doi.org/10.56238/arev8n2-138Keywords:
Social Inclusion, Agrotherapy, Social EcologyAbstract
Sensory gardens have been progressively recognized as strategic spaces for promoting social inclusion and environmental education, particularly in the context of people with disabilities. This study aimed to critically analyze the scientific literature on the use of sensory gardens as pedagogical, therapeutic, and socioenvironmental tools, discussing their theoretical foundations, methodological approaches, and reported impacts on the sensory, cognitive, motor, and socioemotional development of participants. This is a qualitative narrative review based on national and international publications indexed in databases such as Scopus, Web of Science, SciELO, ERIC, and Google Scholar, covering the period from 2000 to 2025. The analysis of the studies indicates that sensory gardens promote integrated multisensory stimulation, social interaction, enhanced self-esteem, and increased functional autonomy, in addition to serving as important non-formal environmental education spaces. The literature also highlights the potential of integrating sensory gardens with agrotherapy and artistic expression practices, expanding opportunities for communication, learning, and inclusion. However, a predominance of descriptive studies and a lack of systematic medium- and long-term evaluations are observed, particularly in the Brazilian context. It is concluded that sensory gardens constitute promising tools for inclusive and educational practices, requiring further methodological and theoretical development to consolidate their application in public policies and educational institutions.
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