Aporte del Proyecto Pedagógico Productivo huerta escolar, en la construcción del concepto ecosistema en estudiantes del ciclo 2 y 3 del C.E.D.R El Hato localidad de Usme Bogotá D.C.

Abstract

Ministry of National Education promotes the idea of educational strategy: Proyectos Pedagógicos Productivos; those projects are established in settings where teaching and learning process, and social development are able to work in a specific context. This paper shows the input of PPP Huerta escolar in the construction of the concept: Ecosystem, in students of cycles 2 & 3 at C.E.D.R. El Hato, located in Usme, Bogota, D.C. To develop the construction of the concept and to articulate it to the garden as a space, was designed and implemented a didactic unit called: “Cultivando mi territorio: construyendo el concepto Ecosistema”; that unit is proposed under the scholarship investigation approach and adopts a progression hypothesis of knowledge proposed by Garcia (2003) and progression models (established by investigators) to understand the benefits of the school garden. Is possible to observe there is an evolution in terms of the development of the concept, being that, at the beginning children consider the ecosystem as an additive mean and the garden works as a grouping model of living beings, however, at the end they recognize it as a simple organization and the garden works as an ecological relations model. Therefore, it is concluded the contribution of the garden is significant since it works as an ecosystem model and allows students to develop knowledge form the simplest to the most complex. Furthermore, according to his character of PPP, it’s clear that, with an adequate implementation, you can obtain results in terms of projective, pedagogical (conceptual, procedural and attitudinal) and productive levels.