Practice of family and school gardens in the rural area of capachalito, tovar municipality, aragua state

Abstract

Local development from the practice of family and school gardens is linked to public policies of the Venezuelan Government related to urban agriculture, generating in this research an action plan in the rural area of Capachalito, Municipality of Tovar, Aragua State, to improve quality life of its inhabitants, encouraging representatives, students and teachers to resume the practice of school gardens, within the School Food Program (PAE), supporting the postulates of sovereignty and food security. Epistemologically it was based on the Socio-Critical Paradigm from the perspective of Habermas (1987), with a qualitative approach, a Participatory Action Research (PAR), supported by participant observation. The information processing was carried out through classification, critical nodes and categorical synthesis to build action strategies and evaluation of experiences, allowing to highlight the importance of endogenous development and sustainable community agriculture, to rescue the traditional knowledge linked to the planting of family gardens. and schoolchildren.