Cultivar saberes na EJA: uma revisão sistemática sobre educação, trabalho e sustentabilidade

School gardens have emerged as a relevant pedagogical strategy in Youth and Adult Education (EJA), particularly in territories marked by social inequalities and the precarious insertion of young people into the labor market. This article presents a systematic qualitative literature review, conducted according to the PRISMA 2020 protocol, aimed at analyzing how recent academic production articulates education, work, and sustainability within EJA, with emphasis on gardens as formative practices. A total of 156 documents were screened, and 20 composed the final corpus, including scholarly articles, institutional reports, legislation, and dissertations. Content analysis identified four thematic categories: (a) informal work among peripheral youth; (b) education and training in EJA; (c) sustainability and environmental education; and (d) gardens as formative practices. The results indicate that the literature recognizes gardens as a social technology capable of integrating ecological knowledge, cooperative practices, autonomy-building, and income generation, particularly in contexts of socioeconomic vulnerability. It is concluded that gardens constitute a powerful pedagogical device for EJA, articulating critical environmental education, popular economy, and emancipatory practices, thus contributing to curricular policies that value territory, sustainability, and social justice.