The research aimed to recover the history of the implementation of an agroforestry project at the Professor Benjamin Padoa Municipal School, highlighting the components and organization of this system, as well as its importance in the school context. The methodology used involved the application of a semi-structured questionnaire to members of the school community involved in the project, in addition to the analysis of the political-pedagogical project, documents, videos and photographic records of the school, as well as laws and resolutions of the Municipal Education System. Data analysis was carried out qualitatively, following the development of the project since its inception, seeking to understand the motivations behind the implementation of the agroforestry system in the school and investigating its use and importance for the school community. In addition, the pedagogical potential of these non-formal teaching spaces was verified. The agroforestry system at the Professor Benjamin Padoa Municipal School started in 2003, after the completion of the new physical structure of the school, which left empty areas in the courtyard. Through the planting of several species, the opportunity arose to use this system as a non-formal teaching space, where practical science classes would be held, especially botany, in addition to activities related to environmental education. This theme is important in all subjects of the curriculum and should be worked on throughout all years of basic education. The results showed that, even without specific planning for the implementation of the agroforestry system, the afforestation carried out through practical activities made its creation possible. Based on this, the educational potential of this system as a pedagogical tool was explored.

该研究旨在恢复本杰明·帕多阿教授市政学校实施农林业项目的历史，强调该系统的组成部分和组织及其在学校环境中的重要性。所使用的方法包括对参与该项目的学校社区成员进行半结构化调查问卷，此外还对学校的政治教育项目、文件、视频和照片记录以及法律和法规进行分析。市教育系统决议。自项目启动以来，对数据进行了定性分析，旨在了解在学校实施农林业系统背后的动机，并调查其使用情况和对学校社区的重要性。此外，这些非正规教学空间的教学潜力也得到了验证。本杰明·帕多阿市立教授学校的农林业系统于 2003 年开始实施，当时学校的新物理结构竣工后，院子里留下了空地。通过种植几个物种，有机会将这个系统用作非正式的教学空间，除了与环境教育相关的活动外，还将举办实用科学课程，特别是植物学课程。这个主题对于课程的所有科目都很重要，并且应该贯穿基础教育的所有年份。结果表明，即使没有实施农林复合系统的具体规划，通过实际活动进行的造林也使其创建成为可能。在此基础上，探讨了该系统作为教学工具的教育潜力。