Escalamiento de la agroecología desde el huerto escolar y la importancia de reconocer la cultura, los alimentos y lugar

Abstract

We explore potential and limitations for agroecological scaling through formal educational structures, using the LabVida school gardens program in Chiapas, Mexico as a case study. Through LabVida training, educators gained an appreciation of agroecology and were able to apply agroecological practices in their school gardens, although their understanding of agroecological principles and scientific process remained limited. The greatest program impact was on educators’ eating habits, and their perception of the value of local knowledge and its relevance to schoolwork. The case study demonstrates the potential of school gardens work for catalyzing communities of practice that contribute to agroecological scaling.

Keywords

• aprendizaje basado en la indagación
• investigación-acción participativa
• educación basada en el lugar
• educación científica
• formación de profesores