Objective – This work is situated within the context of landscape projects that seek integration between city, nature, and society, addressing socio-environmental challenges through participatory planning process methodologies. The central issue is the need for a teaching methodology that goes beyond technical knowledge and promotes interdisciplinarity, social justice, and citizen participation in the education of future architects and urban planners. Methodology – The landscape design project for Rua Mirtes Cordeiro was the final product of the course, which was divided into three stages: history of landscape architecture, theoretical foundation of concepts related to Nature-Based Solutions (NBS), and project development. Initially, technical and theoretical readings were used, and in the project phase, BIM software (ArchiCAD) was employed to support the development and presentation of the digital model. Originality/Relevance – The work demonstrates its originality and academic relevance by bridging the gap between theory and practice, valuing collaboration between academia and community leadership in landscape architecture education. This research offers a model for studies that aim not only to analyze but also to co-create knowledge and solutions for socio-environmental demands in urban spaces. Results – The results show student learning more aligned with real societal demands, where, by engaging with community leaders, they were able to apply theoretical knowledge in practice. This interaction resulted in the proposal of diverse solutions for the community, proving the potential of transforming academic knowledge into concrete actions. Theoretical/Methodological Contributions – The main theoretical and methodological contribution lies in demonstrating that the dialogue of knowledge between University and Community is an effective and necessary strategy for training professionals better prepared to deal with increasingly complex socio-environmental challenges. The experience reinforces the importance of more collaborative approaches in teaching architecture and urbanism, articulating teaching, research, and extension in an innovative way. Social and Environmental Contributions – The social contribution lies in strengthening the training of professionals capable of participatory planning to intervene in cities by promoting justice and social equity through citizen participation. The environmental contribution is reflected in the focus on urban planning strategies oriented toward sustainability and resilience, promoting integration between city, landscape, and nature.