Resumo

MONTIEL SANCHEZ, César Enrique et al. Social Representations of school gardens: Toward the construction of educative projects from the critical pedagogy. Acta univ [online]. 2021, vol.31, e3056.  Epub 20-Jun-2022. ISSN 2007-9621.  https://doi.org/10.15174/au.2021.3056.

School gardens have promoted the teaching of curricular, scientific, cultural and health contents, along with food production and the development of ecological and collaborative values. By integrating and systematizing information obtained through group conversations, semi structured interviews and participant observation, this research analyzed the Social Representations of school gardens of six teachers and five principals of seven elementary schools, as well as three people of a governmental instance of education in Tabasco, Mexico. Results show two representations: one that emphasizes school gardens as a place for teaching, and the second one conceives them more as a space to produce food. It can be concluded that personal experiences, social interactions, information access, and the specific sociocultural contexts of Tabasco have configured these representations. Thus, to put in a dialogue these representations from critical pedagogy, would allow to make agreements between government agencies who design projects and the people who implement them.

Palavras-chave : Social representation; school garden; educational projects; agroecology; biocultural diversity.

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