Análisis de categorías ambientales en la enseñanza de ciencias, desde la seguridad y soberanía alimentaria: caso de estudio en Fosca y Fómeque, Cundinamarca

Abstract

This research aimed to define contextualized environmental categories at the pedagogical level for the teaching of natural sciences in the municipalities of Fosca and Fómeque, Cundinamarca, integrating territorial characteristics with the strengthening of food security and food sovereignty. The study arose from the need to establish contextualized environmental references that enable the relationship between science education and the socio-ecological and productive dynamics of the territory. Methodologically, the research followed a mixed-methods approach with a descriptive and exploratory scope, based on documentary review and analysis, Bibliographic Information Mapping (BIM), socio-ecological characterization of the municipalities, and fieldwork. These processes allowed for the identification and analysis of relevant environmental elements, mainly related to water, soil, biodiversity, and strategic ecosystems, considering their relationship with local productive activities and territorial conditions in Fosca and Fómeque. As a result, a set of contextualized environmental categories was established to integrate the natural, social, and productive components of the territory as references for natural science teaching. These categories contribute to strengthening contextualized educational processes and promoting a comprehensive understanding of the territory, while addressing issues related to food security and food sovereignty through environmental education. Finally, the research highlights the importance of incorporating territorial and environmental particularities into educational processes as a strategy to strengthen knowledge, appropriation, and management of the territory.