Recuperación de la práctica pedagógica sobre la huerta escolar con jóvenes en condición de discapacidad intelectual de una aula de apoyo

Abstract

This research is developed from the pedagogical practice that is carried out in the school garden of the Carlos Arturo Torres I.E.D School, with students (young people) who have intellectual disabilities of the ninth grade of a pedagogical support classroom. Within this research the garden is under the care of the students and the teacher, who take care of the plants, germinate, sow, harvest and recycle. Of course, the contribution that this work makes to environmental education is not unknown, but within this research the garden is conceived as a significant experience for students and teachers because processes are analyzed in young people, through dialogue and collaborative work between peers, where each one is recognized from the same and otherness, the existence of particularities and differences that contribute to the experience of the garden. In addition, importance is given to the interactions that arise in scenarios such as family and school, since through them the subjects make symbolic constructions, which allows them to position or enunciate themselves from a certain position and self-define, which is also part of the school processes and the experience in the garden. The experience of the garden is recovered and analyzed through action research, from a historical hermeneutic approach with an ethnographic perspective where importance is given to the behaviors and interactions that, in this case, occur in the students who participate in the research and where the researcher is considered an essential part of the group. These interactions and behaviors are framed from the processes of socialization of each of the young people with their families and the school, which intervene in all the pedagogical practices that are developed in the school. xi Within this research, young people with intellectual disabilities are perceived from a critical perspective since the social model of disability proposed by Palacios (2008) is taken up, where he affirms that it is society that is not suitable to support the processes of people with disabilities, which according to Verdugo (2011) also require certain supports to eliminate barriers in human functioning. Thus, this research aims to recover and characterize the pedagogical practice in the experience of the school garden with the young people of a support classroom who have intellectual disabilities.