El Huerto Escolar como recurso para iniciar la Alfabetización Ambiental en Educación Infantil

Abstract

The serious socio-environmental problems facing our world should be addressed as a priority in current educational proposals. In this way, work should be done on proposals that increase the population's capacity to adjust to a world that is very different from today's (with fewer resources, loss of biodiversity and climate change; in degrowth), because that is the world in which the children who are currently in the stage of Childhood Education, will live. This is an experience carried out in a classroom with three-year-old children, in which the school garden has been used as the central axis of a didactic proposal based on the school research model. The results show that this resource favors environmental literacy, while serving to articulate didactic proposals that contribute to the resilience of the population.