ENSEÑANZA DE LA SOSTENIBILIDAD: LAS FUNCIONES PEDAGÓGICAS DE LOS HUERTOS ESCOLARES

This paper explores the role of school gardens as pedagogical tools, focusing on their potential beyond mere food provision. In visited schools, gardens are not intended to meet dietary needs due to limited cultivation space relative to student populations. However, they offer opportunities for diverse educational activities, including agroecology and environmental education, contingent upon educators' willingness to integrate them into various disciplines. Despite logistical challenges, such as resource acquisition and interdisciplinary integration, gardens contribute to promoting healthy eating habits among students, staff, and faculty. Effective garden management remains crucial, with individual teachers often assuming responsibility. Additionally, the paper explores design's innovative potential in conceptualizing gardens not just as ornamental spaces but as catalysts for therapeutic, social, and knowledgebuilding experiences. A proposed framework guides practical application and outcome evaluation, emphasizing considerations like activity meaning, experiential nature, social interaction facilitation, knowledge generation, and aesthetic appeal. Ultimately, by addressing these aspects, educators can develop projects that resonate emotionally and culturally, yielding enduring and meaningful outcomes.