Ecoliteracy and Pedagogical Praxis in the Multidisciplinary University Greenhouse toward the Food Security Strengthening
One of the challenges that higher education faces is to
find how to approach the sustainability in an inclusive way to the
student within all the different academic areas, how to move the
sustainable development from the abstract field to the operational
field. This research comes from the ecoliteracy and the pedagogical
praxis as tools for rebuilding the teaching processes inside of
universities. The purpose is to determine and describe which are the
factors involved in the process of learning particularly in the
Greenhouse-School Siembra UV. In the Greenhouse-School Siembra UV, of the University of
Veracruz, are cultivated vegetables, medicinal plants and small
cornfields under the usage of eco-technologies such as hydroponics,
Wickingbed and Hugelkultur, which main purpose is the saving of
space, labor and natural resources, as well as function as agricultural
production alternatives in the urban and periurban zones. The sample was formed with students from different academic
areas and who are actively involved in the greenhouse, as well as
institutes from the University of Veracruz and governmental and nongovernmental
departments. This project comes from a pedagogic praxis approach, from filling
the needs that the different professional profiles of the university
students have. All this with the purpose of generate a pragmatic
dialogue with the sustainability. It also comes from the necessity to
understand the factors that intervene in the students’ praxis. In this
manner is how the students are the fundamental unit in the sphere of
sustainability. As a result, it is observed that those University of Veracruz
students who are involved in the Greenhouse-school, Siembra UV,
have enriched in different levels the sense of urban and periurban
agriculture because of the diverse academic approaches they have
and the interaction between them. It is concluded that the ecotechnologies
act as fundamental tools for ecoliteracy in society,
where it is strengthen the nutritional and food security from a
sustainable development approach.
[1] Runge Peña, Andrés Klaus; Muñoz Gaviria, Diego Alejandro (2012).
“Pedagogía y praxis (práctica educativa o educación. De nuevo: una
diferencia necesaria“. In Latinoamerican magazine of Educative Studies
(Colombia), vol. 8, no. 2, July to December, Manizales, Colombia:
Universidad de Caldas, pp. 75-96.G.
[2] Capra Fritjob (1997) The web of life: a new scientific understanding of
living systemes, Edit. Anchor W.-K. Chen, Linear Networks and Systems
(Book style). Belmont, CA: Wadsworth, 1993, pp. 123–135.
[3] De Alba, A. y Viesca, M., (Coords.) 1987. Educación Ambiental y
Escuela Primaria en México. México: Secretaría de Desarrollo Urbano
y Ecología (SEDUE).
[4] González-Gaudiano, E., Andrade P., Ruiz, A., y Morelos, S., 1986,
Lineamientos Conceptuales y Metodológicos de la Educación Ambiental
No Formal. Dirección General de Promoción Ambiental y Participación
Comunitaria, México: Subsecretaría de Ecología.
[5] Leff, E., 2004, Saber ambiental, sustentabilidad, racionalidad,
complejidad, poder, siglo XXI, PNUMA, Buenos Aires, Argentina.H.
[6] Complexus. 2004. Conclusiones del “Foro de discusión en Educación
Superior y Desarrollo Sustentable”, organized by Consorcio Mexicano
de Programas Ambientales Universitarios para el Desarrollo Sustentable
(Complexus), León, Guanajuato.
[7] Breitling, S. y Mogensen F., 1999, Action competence and
environmental education. Cambridge J. Education 29(3):349-353.
[8] Macedo, B., y Salgado, C., 2007, Educación ambiental y educación para
el desarrollo sostenible en América Latina, OREALC/UNESCO
Santiago (Oficina Regional de Educación de la UNESCO para América
Latina y el Caribe).
[9] Morín, E., 1999. Los siete saberes necesarios para la educación del
futuro. Ed. Magisterio. Bogotá. Colombia.
[10] Moreneo, 1990 La estrategia aprendizaje en la educación formal:
enseñar a pensar y sobre el pensar. Universidad Autónoma de
Barcelona.
[11] Nisbet, J. y Shucksmith,J., 1987: Estrategias de aprendizaje. Madrid:
Santillana/Aula XXI.
[12] Borroto, M.; Gutiérrez, I.; Talabera, B., Quesada, M.; Nuñez, A.,
Rodríguez, l. A.; 2011, Estrategia para la Educación Ambiental en
comunidades cubanas, Electronic magazine of environment 10:1-12.
[13] Ortiz, M., J., Fuentes, G., A. y Masera, C., O., 2012, En búsqueda de
alternativas tecnológicas para la solución de problemas socioecológicos,
Boletín de la UNAM, Campus Morelia No. 36.
[14] Turner, J., 1972, Freedom to Build, dweller control of the housing
process. New York: Macmillan.
[1] Runge Peña, Andrés Klaus; Muñoz Gaviria, Diego Alejandro (2012).
“Pedagogía y praxis (práctica educativa o educación. De nuevo: una
diferencia necesaria“. In Latinoamerican magazine of Educative Studies
(Colombia), vol. 8, no. 2, July to December, Manizales, Colombia:
Universidad de Caldas, pp. 75-96.G.
[2] Capra Fritjob (1997) The web of life: a new scientific understanding of
living systemes, Edit. Anchor W.-K. Chen, Linear Networks and Systems
(Book style). Belmont, CA: Wadsworth, 1993, pp. 123–135.
[3] De Alba, A. y Viesca, M., (Coords.) 1987. Educación Ambiental y
Escuela Primaria en México. México: Secretaría de Desarrollo Urbano
y Ecología (SEDUE).
[4] González-Gaudiano, E., Andrade P., Ruiz, A., y Morelos, S., 1986,
Lineamientos Conceptuales y Metodológicos de la Educación Ambiental
No Formal. Dirección General de Promoción Ambiental y Participación
Comunitaria, México: Subsecretaría de Ecología.
[5] Leff, E., 2004, Saber ambiental, sustentabilidad, racionalidad,
complejidad, poder, siglo XXI, PNUMA, Buenos Aires, Argentina.H.
[6] Complexus. 2004. Conclusiones del “Foro de discusión en Educación
Superior y Desarrollo Sustentable”, organized by Consorcio Mexicano
de Programas Ambientales Universitarios para el Desarrollo Sustentable
(Complexus), León, Guanajuato.
[7] Breitling, S. y Mogensen F., 1999, Action competence and
environmental education. Cambridge J. Education 29(3):349-353.
[8] Macedo, B., y Salgado, C., 2007, Educación ambiental y educación para
el desarrollo sostenible en América Latina, OREALC/UNESCO
Santiago (Oficina Regional de Educación de la UNESCO para América
Latina y el Caribe).
[9] Morín, E., 1999. Los siete saberes necesarios para la educación del
futuro. Ed. Magisterio. Bogotá. Colombia.
[10] Moreneo, 1990 La estrategia aprendizaje en la educación formal:
enseñar a pensar y sobre el pensar. Universidad Autónoma de
Barcelona.
[11] Nisbet, J. y Shucksmith,J., 1987: Estrategias de aprendizaje. Madrid:
Santillana/Aula XXI.
[12] Borroto, M.; Gutiérrez, I.; Talabera, B., Quesada, M.; Nuñez, A.,
Rodríguez, l. A.; 2011, Estrategia para la Educación Ambiental en
comunidades cubanas, Electronic magazine of environment 10:1-12.
[13] Ortiz, M., J., Fuentes, G., A. y Masera, C., O., 2012, En búsqueda de
alternativas tecnológicas para la solución de problemas socioecológicos,
Boletín de la UNAM, Campus Morelia No. 36.
[14] Turner, J., 1972, Freedom to Build, dweller control of the housing
process. New York: Macmillan.
@article{"International Journal of Earth, Energy and Environmental Sciences:71299", author = "Citlali Aguilera Lira and David Lynch Steinicke and Andrea León Garcia", title = "Ecoliteracy and Pedagogical Praxis in the Multidisciplinary University Greenhouse toward the Food Security Strengthening", abstract = "One of the challenges that higher education faces is to
find how to approach the sustainability in an inclusive way to the
student within all the different academic areas, how to move the
sustainable development from the abstract field to the operational
field. This research comes from the ecoliteracy and the pedagogical
praxis as tools for rebuilding the teaching processes inside of
universities. The purpose is to determine and describe which are the
factors involved in the process of learning particularly in the
Greenhouse-School Siembra UV. In the Greenhouse-School Siembra UV, of the University of
Veracruz, are cultivated vegetables, medicinal plants and small
cornfields under the usage of eco-technologies such as hydroponics,
Wickingbed and Hugelkultur, which main purpose is the saving of
space, labor and natural resources, as well as function as agricultural
production alternatives in the urban and periurban zones. The sample was formed with students from different academic
areas and who are actively involved in the greenhouse, as well as
institutes from the University of Veracruz and governmental and nongovernmental
departments. This project comes from a pedagogic praxis approach, from filling
the needs that the different professional profiles of the university
students have. All this with the purpose of generate a pragmatic
dialogue with the sustainability. It also comes from the necessity to
understand the factors that intervene in the students’ praxis. In this
manner is how the students are the fundamental unit in the sphere of
sustainability. As a result, it is observed that those University of Veracruz
students who are involved in the Greenhouse-school, Siembra UV,
have enriched in different levels the sense of urban and periurban
agriculture because of the diverse academic approaches they have
and the interaction between them. It is concluded that the ecotechnologies
act as fundamental tools for ecoliteracy in society,
where it is strengthen the nutritional and food security from a
sustainable development approach.", keywords = "Farming eco-technologies, food security,
multidisciplinary, pedagogical praxis.", volume = "9", number = "9", pages = "1156-6", }