El huerto escolar y hábitos nutricionales como procesos de aprendizaje transdisciplinar en el séptimo nivel de educación general básica de la Unidad Educativa Comunitaria Intercultural Bilingüe “Sisid”

Abstract

Good nutrition is a basic need that allows children to increase their learning capacity, facilitates well-being in their physical and emotional health. The present proposal has the objective of Developing transdisciplinary learning processes through the school garden and nutritional habits in the seventh level of EGB of the Bilingual Intercultural Community Educational Unit "Sisid, this by describing the pedagogical characteristics of the school garden and the habits through the potentialities of transdisciplinary learning. In addition, the design and socialization of a didactic guide for teachers of Intercultural Bilingual Education. The proposal is based on a qualitative study with the application of interviews to Taytas, Mamas, community leaders and connoisseurs of some rural communities of the Cañar canton: Cruz de Angamarca, Quilloac, San Rafael, Cuchucun, Shisho and Sisid. We also proceeded with the review and analysis of bibliographic sources related to transdisciplinary learning, school gardens, nutritional habits, the chakra, the warmi chakra, food sovereignty and the influence of nutritional habits in the educational process. During the teaching-learning process, it is sought that the concepts seen in the classroom are contextualized during the work in the school garden that then focuses on the practice of the warmi chakra, that is why a didactic guide entitled “My chakra, place of creative learning ”which has the purpose of guiding and guiding the teacher who works in General Basic Intercultural Bilingual Education for the teaching of integrated areas in a theoretical and practical way, in addition to developing knowledge in a transdisciplinary way in students of seventh year of basic by teaching ancestral knowledge about the warmi chakra and contents of the Kichwa curriculum; at the same time that parents are involved to improve healthy lifestyle habits in the community. The Didactic Guide was socialized in the First International Congress of educational innovation, UNAE, in the same way the second socialization was developed for teachers of Intercultural Bilingual Education, in order to collect suggestions and recommendations; and thus improve the methodological strategies of investigative work or restructure the guide if it were the case, taking into account the advice, contributions, learning, experiences of the teachers who participated in the exhibition. At the UNAE international event, the guide had a very important appreciation in which they stated that these issues should be taken into account in all communities, because it strengthens education and culture. In the socialization among peers, this proposal was congratulated for the fact that it constitutes a contribution to Bilingual Education because it will guide the teaching-learning process of the students and will be a means for the teacher to train and develop their practice in a contextualized, considering the different knowledge of both texts and members of the communities. The guide had some recommendations such as: that more teachers have been socialized, write in the Kichwa language, include ancestral games, and a detailed review of the guide to give more concrete feedback. When obtaining the information and interrelationships of the interviews with the Taytas, mothers and connoisseurs in relation to the review of the literature, it is established that intellectual performance is influenced by food and nutritional habits that frame their growth and development, allows a physical development and adequate cognitive.