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AbstractThis article explores the implementation of the Land Art methodology in a children's garden with a scientific-artistic seal, located in the Magallanes region, Chile. The research focus is on how transdisciplinarity, understood as the integration of multiple disciplines in the teaching-learning process, can be promoted through the Land Art stream. Using the CIPP (Context, Input, Process and Product), this study examines the impact of the methodology on the pedagogical practices of two educators and five technicians in early childhood education. The research was carried out in four phases, using qualitative tools such as questionnaires and focus groups. The results suggest that the implementation of Land Art facilitated the integration of scientific and artistic learning objectives, improving both pedagogical practices and the comprehensive development of children. However, challenges were identified related to adapting the methodology to lower levels, such as the nursery, and the lack of institutional resources. This study also highlights the potential of Land Art to promote greater environmental awareness in children and strengthen the educational identity of centers.
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