School farm as a psychopedagogical mediation for technical learning in rural contexts
DOI:
https://doi.org/10.71112/yrrvzy07Keywords:
psychopedagogy, rural education, school farm, agricultural practices, soft skillsAbstract
Rural technical education in Colombia faces significant challenges related to territorial inequalities, limited technological resources, and low student motivation. In this context, the school farm emerges as a psychopedagogical mediation that integrates experience, territory, and meaningful learning. This study aims to analyze the role of the school farm and plant nursery as formative learning environments in rural schools in the Boyacá region. Methodologically, the research adopted a descriptive-interpretative qualitative approach based on document analysis, participant observation, and reflective records derived from professional teaching practice. The findings indicate that agricultural practices and productive projects promote the development of technical, investigative, and socio-emotional competencies, even in contexts with technological limitations. They also strengthen students’ autonomy, critical thinking, teamwork, motivation, and sense of territorial belonging. The study concludes that the school farm constitutes a relevant and sustainable pedagogical strategy for rural technical education, as it fosters contextualized learning processes and comprehensive student development.
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Copyright (c) 2026 Nancy Yaneth Salgado Morales, Orlando Pérez Gallo (Autor/a)
This work is licensed under a Creative Commons Attribution 4.0 International License.
