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Abstract
School/home gardens have been used as strategies to address environmental problems; however, there is little information about their contribution to returning to the classroom after the COVID-19 pandemic. This article reports the systematization of an experience in an educational institution in Bogotá, with high school students, seventh and eighth grades, in face-to-face and remote modalities. The results consist of reconstructing the strategy and the didactic process based on planning, teaching, learning, evaluation, and institutional and family dynamics. The results also highlight aspects that affect or support the educational process in each modality. Other results correspond to the reflections with the students about some aspects related to food security and under which the teacher designed the strategy: (i) how home gardens can contribute to achieving some aspects related to food security; (ii) how pesticides can be a risk for food security in Colombia; and (iii) development of the garden, limitations, and difficulties. Finally, the discussion highlights the main learnings, interactions with the community, difficulties, transferable elements, and suggestions to improve future experiences.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
INTERDISCIP J ENV SCI ED, 2022, Volume 18, Issue 3, Article No: e2289
https://doi.org/10.21601/ijese/12110
Publication date: 25 May 2022
Article Views: 961
Article Downloads: 526
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