Raíces que enseñan: estrategias pedagógicas desde los saberes campesinos para el fortalecimiento de la soberanía alimentaria en la escuela rural Santa Rita #03 de la IED integrada de Cabrera

Abstract

This research aimed to develop participatory and context-sensitive pedagogical strategies grounded in the dialogue of knowledge and farmer epistemologies in order to strengthen food sovereignty and reframe the rural academic curriculum. The study emerged from the identified disjunction between standardized school curricula and the territorial, cultural, and productive realities of the peasant community of Santa Rita, a rural subdivision in the municipality of Cundinamarca, Colombia. The research was conducted within a qualitative methodological framework through the implementation of Participatory Action Research (PAR), which recognized students, families, and teachers as co-researchers engaged in the collective construction of knowledge. Data collection techniques included semi-structured interviews, participatory workshops, social cartography, and field journals, which facilitated the identification and systematization of agricultural knowledge associated with food production, transformation, and consumption practices. Within this framework, a series of pedagogical strategies were designed and implemented, including school gardens, seed exchange initiatives, food transformation workshops, and intergenerational encounters. These practices contributed to the consolidation of school gardens as “living laboratories” for the cultivation and exchange of knowledge, fostering critical reflection and strengthening rural identity. Ultimately, the study reinforced the value of collective participation in rural teaching and learning processes while highlighting the importance of integrating local knowledge systems into educational practice.