Resumen

VALLADARES, Liliana; GRUPO PILOTO DE LA ESCUELA CHINAMPERA  y  GRUPO-RED DE EDUCACION CIENTIFICA INTERCULTURAL (GRECI). The Chinampera Agroecological School: Funds of Identity and Communality in the Pedagogical Experiences Narrated by its Students. Rev. latinoam. estud. educ. [online]. 2023, vol.53, n.3, pp.253-281.  Epub 06-Oct-2023. ISSN 2448-878X.  https://doi.org/10.48102/rlee.2023.53.3.578.

This article systematizes the young students’ experiences of participating in the first Chinampera Agroecological School in Mexico City. Through the analysis of their narratives, it is described the relevance that the creation of the school has had for their lives. Chinampera School has been experienced as a living educational community, understood as one in which prevail solidary pedagogical relationships, where the intersubjective and interobjective inter-dependencies that we establish with each other and with the environment are made visible, and where the school is oriented to build “the common”. Interpreted as funds of identity, the young people´s experiences reveal the environmental, social, and cultural importance of chinampas as a pedagogical alternative to transform, from communality, neoliberal food, social and extractive practices, and to overcome the deficit thinking commonly associated with rural life and education in rural contexts.

Palabras llave : chinampera school; communality; funds of identity; living educational community; rural education.

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