El huerto escolar como estrategia pedagógica para promover la educación inclusiva: revisión sistemática

Abstract

By ensuring the learning and development of all students, regardless of their characteristics, inclusive education welcomes each learner, especially those at risk of exclusion. Selecting pedagogical strategies that promote this approach is fundamental to create enriching and equitable educational environments for all. The objective of this study was to carry out a systematic review of studies from 2012 to 2021 focusing on the school grade, as a pedagogical strategy, and how it can promote inclusive education. The guidelines proposed by the PRISMA Declaration, which is a guide for authors and researchers containing a set of evidence-based elements for presenting this type of report, were followed. The search process for the articles was carried out in open access databases with high impact in the area of education. The research reflects that school gardens as a mechanism for inclusive education are experiencing a resurgence, thanks to the academic and personal success of students. This strategy favors eating habits of participants, helps them to understand the origin of food, generates ecological and environmental awareness, favors physical and mental health, improves the school climate, encourages learning experiences outside the classroom, guarantees contact with nature and the outdoors, instills values and allows for community involvement.

Keywords

systematic review

pedagogical strategy

ecology

inclusive education

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