Spaces for peace: contributions of agroecology to the school as a territory of peace.

• DOI: https://doi.org/10.22533/at.ed.9734132421101

• Palavras-chave: Identidad, territorialidad, coexistencia, investigación-acción

• Keywords: Identity, territoriality, coexistence, action-research.

• Abstract:

  This is an experience in development that arises from the reflection on the social, cultural, pedagogical and didactic problems identified in relation to the teaching of Social Sciences and Humanities in the Laguna Departmental Rural Educational Institution, Peñas branch of the municipality of Cucunubá, Cundinamarca, located in a territory characterized by mining, agricultural and livestock exploitation. The aim is to contribute here with the analytical development of the theoretical, methodological and pedagogical contributions that agroecology can make to the school, and the role of the school as a fundamental scenario of socialization and learning in which the identity of children and adolescents is configured. The objective of is to promote, from agroecology, pedagogical practices that allow high school and middle school students to develop citizenship competencies aimed at the appropriation, care and defense of the school as a territory of peace . With this, to generate awareness of the responsibility and care that must be taken to confront and resolve, from a local perspective, the global crises that loom over us. To this end, agroecological practices have been incorporated from the school garden, contributing to the care of the land, water, peasant knowledge associated with agriculture and traditional medicine, which involves the development of activities related to the production and conservation of soil, the manufacture of fertilizers through composting, biodigester bales, the collection and final disposal of organic waste from the school restaurant and families. Thus, incorporating theoretical elements of active pedagogy and peace education, methodologically from a qualitative approach, the action research made possible the emergence of a fundamental discussion: How can agroecology help to move from the school as a space to the school as a territory of peace? The answer to this question is a challenge because it has become evident that forgetfulness has eroded the peasant culture, leading young people to disregard their roots, to abandon the countryside and the productive, social, economic and environmental possibilities that exist there. However, progressively it has been possible to involve different actors, making students more receptive and open to change, developing leadership skills, collaborative work and conflict resolution, moving towards interdisciplinarity, networking and territorial appropriation.