Estrategia microcurricular ambiental para la seguridad alimentaria en educación media: una experiencia educativa “learning blended” en torno a la huerta vertical casera

Abstract

This research presents a pedagogical proposal based on integrating food security (FS) into the chemistry micro-curriculum in secondary education. This was achieved through the development of home vertical gardens (HVGs) and the integration of teachers, students, and families through transformative dialogues and blended learning experiences. The proposal was implemented at the Alfonso López Michelsen IED school in the Bosa district. In response to the ongoing health, environmental, and food crises, the research proposes pedagogical tools that combine scientific and traditional knowledge to contribute to food sovereignty, sustainability, and community engagement. The methodological approach was grounded in the socio-critical paradigm, employing quantitative research and action research (AR), and comprised three phases: quantitative diagnosis, micro-curricular development, and transformative actions. The results showed that students developed knowledge and skills related to food security, although limitations remain in the attitudinal and action dimensions. Transformative Conversations (TC) with the community contributed to microcurricular adjustments through HVC (Human-Centered Learning), linking theories and realities and strengthening the dialogical fabric between school, family, and community, fostering collaborative learning and intergenerational integration, and consolidating the educational community as an agent of empowerment. Among the limitations identified were unequal access to technology and institutional resistance. Future plans include replicating HVC in other institutions and contributing to public policy strategies for curriculum development related to food security as a cross-cutting theme in a critical, resilient, and transformative education.