Agroecological Community Garden of Plural Space: Food and Nutritional Security, Social Inclusion, and Income Generation

Nunes, Xenusa Pereira; Nascimento, Daniel Muniz Rocha do; Júnior, Eugênio Bispo da Silva; Júnior, Elias Fernandes de Medeiros; Filho, Francisco de Assis Alves Mourão; Oliveira, Luciana Souza de; Nunes, Xirley Pereira; Oliveira, Lúcia Marisy Souza Ribeiro de

doi:10.22161/ijaers.87.38

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“…Under this scenario, one of the final aims of social management in the university garden should be that related individuals have a strong sense of appropriation both with one another and with the location [40]. In particular, the ties that individuals establish with gardens can be analyzed from multiple perspectives, such as the attachment to public space, place identity, social identity, or symbolic space [41,42]. However, it has already been evidenced that social appropriation allows for the collective construction of public space, the emancipation of communities, and the promotion of sustainable initiatives [43].…”

Section: Socio-educational Dimensionmentioning

confidence: 99%

Evaluating University Gardens as Innovative Practice in Education for Sustainability: A Latin-American Case Study

et al. 2023

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The aim of this study was to define a protocol for evaluating university gardens as innovative practice in Education for Sustainability and to apply it to a Latin-American study case, that of the Agroecological Garden in the Faculty of Biology at the Veracruzana University (Mexico). A comparative evaluation was conducted between two different moments (December 2018 and January 2021) based on sustainability indicators that were adapted from the SAEMETH-G methodology, using three levels of increasing complexity. These levels were the selection of sustainability dimensions, the individuation of the components, and the selection of the appropriate indicators. At the beginning of 2021, the selected Agroecological Garden showed high sustainability, with an accumulated score of 84.04 out of a total of 100 points, with the agro-environmental dimension being the best positioned (93.74), followed by the socio-educational (91.99) and the economic-administrative (66.4) domains. A significant robustness at the socio-environmental level was evidenced. However, it is necessary to address the substantial deficiencies evidenced at the economic-administrative level, especially in relation to financing and institutionalization, in order to make this innovative didactic resource sustainable and thus contribute to education for sustainability among university students.

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Section: Socio-educational Dimensionmentioning

confidence: 99%