The study of the soil in formal education, through the planting of vegetables at school and in the community, involves, in general, the implementation of a school garden. The rational use of soil has taught in Basic Education in Brazil, in accordance with the National Common Curricular Base (BNCC), from the 2nd year of elementary school. However, for the development of specific skills that involve the interaction between reflective teaching, sustainability, problem solving, among other themes, there are few school projects that promote interdisciplinary strategies for such purposes. In carrying out this pedagogical action, it was necessary to develop methodologies that would integrate the student into the knowledge construction process, from the perspective of environmental education and geoethics. The project involves directly basic education students, 1st and 5th years of Elementary School level I, and 6th and 9th years of Elementary School level II, and indirectly with participation of high school students, as monitors, in activities in the garden and vegetable garden of School Prof. Francisco de Paula Conceição Junior, a state public school of São Paulo, Brazil. Based on the Sustainable Development Objective -SDG 15, of the 2030 Agenda, the project developed behavioral changes in students, based on the rational use of land, while developing a teaching methodology in which the student was the protagonist in the learning process. The construction of learning spaces, such as the school's vegetable garden and garden, and the soil laboratory, were strategies in the Interventions adopted in the form of practical, theoretical, and concluding classes.