THE "LIVING PHARMACY" ELECTIVE: AN INTERDISCIPLINARY PRACTICE FOR PROMOTING ENVIRONMENTAL EDUCATION, HEALTH, AND SCIENTIFIC LITERACY IN A PUBLIC SCHOOL IN RONDÔNIA

Abstract

Elective courses provide important opportunities for developing innovative pedagogical practices that bridge the gap between scientific knowledge and students' real-world experiences. In this context, this article presents an account of the "Living Pharmacy" (*Farmácia Viva*) elective, conducted at the Jerris Adriani Turatti State School (serving upper elementary/middle school grades) in Espigão d'Oeste, Rondônia. The project engaged 8th and 9th-grade students in weekly sessions from March to June, covering theoretical and practical activities related to the cultivation, identification, and responsible use of medicinal plants. Activities included establishing a medicinal plant garden, creating informational signs, conducting scientific research, producing educational videos, organizing an educational showcase, and distributing seedlings grown by the students themselves. The project culminated in a themed event set up like a cinema, where student-produced videos highlighting the benefits of the studied plant species were screened, fostering interaction between the school community and the participants. The results demonstrated high student engagement, strengthened youth agency, an appreciation for traditional knowledge linked to Amazonian biodiversity, and increased environmental awareness and health promotion. It is concluded that the "Living Pharmacy" elective served as an effective pedagogical strategy for integrating environmental education, scientific literacy, and meaningful learning, bridging theory and practice within an interdisciplinary context.