Fundamentos agroecológicos y pedagógicos para la implementación de huertos familiares y educativos.
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| Title: | Fundamentos agroecológicos y pedagógicos para la implementación de huertos familiares y educativos. |
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| Alternate Title: | Agroecological and pedagogical foundations for the implementation of family and educational gardens. Fundamentos agroecológicos e pedagógicos para a implementação de hortas familiares e educativas. |
| Authors: | Camilo Fontalvo-Buelvas, Juan1 jfontalvo@iies.unam.mx, de la Cruz-Elizondo, Yadeneyro2 ydela-cruz@uv.mx, Trujillo-Valdivieso, Humberto2 xhigundu2023@hotmail.com |
| Source: | Revista Electrónica en Educación y Pedagogía. ene-jun2025, Vol. 9 Issue 16, p80-103. 24p. |
| Subject Terms: | *Learning strategies, *Nonformal education, *University extension, Agricultural ecology, Gardens |
| Abstract (English): | Family and educational gardens often have management deficiencies and, in the case of the latter, there are some drawbacks to take advantage of their didactic potential. In this scenario, the present study describes a training experience focused on strengthening this type of gardens through agroecological and pedagogical foundations. The aforementioned aspect, taking as a case study a training offered to the staff of the Operational Food Assistance Directorate of the National System for the Integral Development of the Family (DIF) at Oaxaca in Mexico. This research is descriptive interpretive and the biographical-narrative method was used to collect stories, analyze them and present them in a structured way. The most relevant results show an example of inter-institutional linkage to carry out training and a diagnostic strategy to identify learning needs. In addition, a basic model is offered for the agroecological design and management of family and educational gardens, as well as a key project structure to strengthen the latter. The suggestive guidelines proposed are the main contribution of this study, which can be replicated and adaptable in other contexts. Finally, we reflect on the relevance of training processes and collaborative alliances as key elements to massify agroecology. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Con frecuencia los huertos familiares y educativos presentan deficiencias de manejo y, en el caso de los últimos, algunos inconvenientes para aprovechar su potencial didáctico. En este escenario, el presente estudio describe una experiencia formativa enfocada en el fortalecimiento de este tipo de huertos mediante fundamentos agroecológicos y pedagógicos. Lo anterior, tomando como caso de estudio una capacitación ofrecida al personal de la Dirección de Operación de Asistencia Alimentaria del Sistema Estatal para el Desarrollo Integral de la Familia (DIF) del Estado de Oaxaca en México. La investigación es de corte descriptivo-interpretativo y se usó el método biográfico-narrativo para recopilar relatos, analizarlos y presentarlos de forma estructurada. Los resultados más relevantes muestran un ejemplo de vinculación interinstitucional para realizar la capacitación y una estrategia de diagnóstico para identificar necesidades de aprendizaje. Además, se ofrece un modelo básico para el diseño y manejo agroecológico de huertos familiares y educativos, así como una estructura de proyecto clave para afianzar estos últimos. Los lineamientos sugerentes que se proponen son la principal contribución del estudio, los cuales pueden ser replicables y adaptables en otros contextos. Finalmente, se reflexiona sobre la relevancia de los procesos formativos y las alianzas colaborativas como elementos claves para masificar la agroecología. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | As hortas familiares e educativas frequentemente apresentam deficiências de manejo e, no caso destas últimas, dificuldades para explorar plenamente o seu potencial didático. Diante desse cenário, o presente estudo descreve uma experiência formativa voltada ao fortalecimento dessas hortas a partir de fundamentos agroecológicos e pedagógicos. Para tanto, tomou-se como estudo de caso uma capacitação oferecida ao corpo técnico da Direção de Operação de Assistência Alimentar do Sistema Estatal para o Desenvolvimento Integral da Família (DIF) do Estado de Oaxaca, México. Trata-se de uma pesquisa de natureza descritivo-interpretativa que empregou o método biográficonarrativo para coletar relatos, analisá-los e apresentá-los de forma estruturada. Os resultados mais relevantes evidenciam um exemplo de articulação interinstitucional para a realização da capacitação e uma estratégia diagnóstica destinada a identificar necessidades de aprendizagem. Ademais, propõe-se um modelo básico para o desenho e o manejo agroecológico de hortas familiares e educativas, bem como uma estrutura de projeto-chave para consolidar estas últimas. As diretrizes apresentadas constituem a principal contribuição do estudo, pois podem ser replicadas e adaptadas a outros contextos. Por fim, reflete-se sobre a relevância dos processos formativos e das alianças colaborativas como elementos centrais para a ampliação da agroecologia. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | Family and educational gardens often have management deficiencies and, in the case of the latter, there are some drawbacks to take advantage of their didactic potential. In this scenario, the present study describes a training experience focused on strengthening this type of gardens through agroecological and pedagogical foundations. The aforementioned aspect, taking as a case study a training offered to the staff of the Operational Food Assistance Directorate of the National System for the Integral Development of the Family (DIF) at Oaxaca in Mexico. This research is descriptive interpretive and the biographical-narrative method was used to collect stories, analyze them and present them in a structured way. The most relevant results show an example of inter-institutional linkage to carry out training and a diagnostic strategy to identify learning needs. In addition, a basic model is offered for the agroecological design and management of family and educational gardens, as well as a key project structure to strengthen the latter. The suggestive guidelines proposed are the main contribution of this study, which can be replicated and adaptable in other contexts. Finally, we reflect on the relevance of training processes and collaborative alliances as key elements to massify agroecology. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 25907476 |
| DOI: | 10.15658/rev.electron.educ.pedagog25.06091604 |
