POPULAR, AGRO-ECOLOGICAL AND SOLIDARY URBAN COMMUNITY GARDEN: EXPERIENCE AT HORTA GERA JUNCAL, EAST AREA, SÃO PAULO, SP.
The experience of the Gera Juncal community garden is an articulation between several actors: Technical Support Group, Center for the Promotion and Rescue of Citizenship in Grajaú, Popular Movements Center, researchers, specialists and professors from different institutions. The initiative aims to s...
| Autores: | , , , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | Brasil |
| Institución: | Universidade Estadual Paulista (UNESP) |
| Repositorio: | Org & Demo (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.www2.marilia.unesp.br:article/14353 |
| Acceso en línea: | https://revistas.marilia.unesp.br/index.php/orgdemo/article/view/14353 |
| Access Level: | acceso abierto |
| Palabra clave: | Horta comunitária urbana Soberania alimentar Agroecologia urbana Economia solidária Educação popular e ambiental Huerta comunitaria urbana Soberanía alimentaria Agroecología urbana Economía solidaria Educación popular y ambiental Urban community garden Food sovereignty Urban agroecology Solidarity economy Popular and environmental education |
| Sumario: | The experience of the Gera Juncal community garden is an articulation between several actors: Technical Support Group, Center for the Promotion and Rescue of Citizenship in Grajaú, Popular Movements Center, researchers, specialists and professors from different institutions. The initiative aims to strengthen struggles for the right to decent housing, food sovereignty, popular education, agroecology and solidary economy. The objective of the article is to analyze the implementation process of the Gera Juncal vegetable garden, located in São Mateus, in the east zone of São Paulo, between October 2021 and September 2022. The general strategies were: participatory action research, popular education, pedagogy of alternation and case study. The results obtained indicate: 1. degree of adequacy of the relationships between “School” Time and Community Time; 2. experiencing and learning the principles and practices of agroecology, solidary economy and popular education; 3. The effectiveness of agroecology and solidarity economy in the production, distribution and consumption of food; 4. Changes in the conception and conduct of individuals and the groups involved, in relation to the concrete results of the collective, popular and solidary struggle; 5. training of trainers in agroecology and solidary economy; 6. Fostering the construction of public policies for food sovereignty connected with decent housing. |
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