Publicación:

Prácticas educativas en la huerta escolar que contribuyen en la formación ciudadana planetaria

Resumen

El estudio presentado a continuación surge como producto del interés en profundizar el conocimiento acerca de las prácticas educativas propias de un grupo de estudiantes campesinos y su influencia en la formación de la ciudadanía planetaria; el estudio presentado se llevó a cabo en la institución educativa Mariano Ospina Pérez del municipio de Toro, Valle del Cauca, donde se realizó una labor de descripción e interpretación encaminada a las concepciones, acciones y manifestaciones que presenta la población infantil campesina frente a su territorio, con la implementación de mapeo, dibujos, dramatizados y otras prácticas otorgándole un sentido holístico en cuanto a la observación del desarrollo integral humano. La huerta escolar se ubicó como el escenario general de interacción a observar; teniendo en cuenta la relación de estudiantes-docente; así mismo se observó cómo necesaria la participación directa y la descripción en cada experiencia por medio de interacciones registradas considerando como un instrumento básico para la investigación etnográfica. Partiendo que la comunidad campesina ejerce su idiosincrasia día a día en su relación con la tierra, generando saberes que son reconocidos como autóctonos, los cuales aportan a sus proyectos de vida y a su formación colectiva desde lo ambiental y educativo. Así mismo es de primordial importancia destacar que su proceso sociocultural es influenciado por factores exteriores a su contexto como el sistema político y económico, que terminan estableciendo lo que desde sus miradas institucionales creen que es lo mejor para la comunidad rural en muchas ocasiones sin contar con el conocimiento necesario sobre las dinámicas específicas de la comunidad a intervenir.\ Abstract: The study presented below arises as a result of the interest in deepening knowledge about the educational practices of a group of rural students and their influence on the formation of planetary citizenship; the study presented was carried out in Mariano Ospina Pérez school of the municipality of Toro, Valle del Cauca, where the conceptions, actions and manifestations of the rural child population in front of its territory were described, interpreted and analyzed, with the implementation of mapeo, drawings, dramatized and other practices giving it a holistic sense regarding the observation of human integral development. The school garden was set as the general scenario of interaction to observe; taking into account the student-teacher relationship; in this sense, direct participation and description in each experience was seen as necessary through registered interactions considering it as a basic instrument for ethnographic research. Taking into account first of all that the rural community exercises its idiosyncrasies day by day in its relationship with the land, generating knowledge that is recognized as autochthonous knowledge, which contribute to their life projects and their collective formation from the environmental and educational. Likewise, it is very importance to emphasize that its sociocultural process is influenced by external factors to its context such as the political and economic system, which end up establishing from their institutional perspectives what the best is for the rural community, in many occasions without counting the necessary knowledge about the specific dynamics of the community to intervene.The study presented below arises as a result of the interest in deepening knowledge about the educational practices of a group of rural students and their influence on the formation of planetary citizenship; the study presented was carried out in Mariano Ospina Pérez school of the municipality of Toro, Valle del Cauca, where the conceptions, actions and manifestations of the rural child population in front of its territory were described, interpreted and analyzed, with the implementation of mapeo, drawings, dramatized and other practices giving it a holistic sense regarding the observation of human integral development. The school garden was set as the general scenario of interaction to observe; taking into account the student-teacher relationship; in this sense, direct participation and description in each experience was seen as necessary through registered interactions considering it as a basic instrument for ethnographic research. Taking into account first of all that the rural community exercises its idiosyncrasies day by day in its relationship with the land, generating knowledge that is recognized as autochthonous knowledge, which contribute to their life projects and their collective formation from the environmental and educational. Likewise, it is very importance to emphasize that its sociocultural process is influenced by external factors to its context such as the political and economic system, which end up establishing from their institutional perspectives what the best is for the rural community, in many occasions without counting the necessary knowledge about the specific dynamics of the community to intervene.