lo

Agricultural culture among secondary school students in rural Peru

Authors
DOI:
https://doi.org/10.54556/gnosiswisdom.v2i2.31
Keywords:
sustainable development, agricultural education, life project
Abstract

The research problem is centered on the lack of agricultural education proposals for a sustainable life project in rural Peruvian students at the secondary level. The present study has the purpose of developing a documentary diagnosis on the situation of agricultural education of students in rural areas, at the secondary level, considering as bases of the model the didactic, psycho-pedagogical and gnoseological characterization that allows the systematization of a proposal, exercising for it a bibliographic scrutiny of the state of the art in its heuristic and hermeneutic phases with the historiographic analysis on the teaching-learning of students according to the secondary level in rural areas. The present work is descriptive and propositive, so it is based on an urgent requirement within Peruvian institutions. Theoretical aspects will be contributed as support for other studies concerning the education sector. Within the framework of a practical significance is the preparation of an agricultural education offer for the improvement of the sustainable life project. It is concluded that the curricula offered by the educational institutions do not cover the training deficiencies of the students in their agricultural activities.

References

Burga, J. & Villanueva, G. (2019). Proposal of agricultural education for the improvement of the sustainable life project in students of secondary schools in Peru (Doctoral thesis), Universidad Nacional “Pedro Ruiz Gallo”, Lambayeque] https://acortar.link/WJgL8K

Chacón, D., Chachi, L., Anglas, Z. & Ramírez, M. (2021). School reinforcement as a strategy for learning achievement in problem solving in high school students. Gnosis Wisdom, 1 (3), 32-36.

Espíndola, J. (2005). Problem Analysis and Decision Making. México: Pearson Educación.

[4] Gil, M., Soto, A., Usma, J. & Gutiérrez, O. (2012). Emerging contaminants in water, effects and possible treatments. Producción + Limpia, 7 (2), 52-73.

Gomero, N. (2002). Formulación y Evaluación de Proyectos. Enfoque agropecuario y rural. Lima. Editorial San Marcos.

Guerrero, G. (2004). Education in the context of globalization. Rhela, 6, 343-354.

Gutiérrez, O. (2012). Poverty and the child labor market in Bolivia and Cochabamba. Perspectivas, 15 (29), 30-70.

Hinojosa, R., Yzarra, A., De la Cruz, R. & Quispe, J. (2021). Improvement strategies according to the SWOT analysis of a provincial agricultural extension system. ALFA, 5 (15), 469 – 488.

Irizar, L., González, J., Noguera, C. (2010). Education and human development. A proposal of humanistic education for Latin America. Revista Historia de la Educación Latinoamericana, 15,147-176.

Luján, M. (2010). The administration of non-formal education applied to social organizations: Theoretical and practical approaches. Educación, 34 (1), 101-118. DOI: https://doi.org/10.15517/revedu.v34i1.500

Miranda, T., Suset, A., Cruz, A., Machado, H. y Campos, M. (2007). Sustainable Development. Perspectives and approaches in a new era. Pastos y Forrajes, 30 (2), 191-204.

Navarro, G., Rubio, V., Lavado, S., Minnicelli, A. y Acuña, J. (2017). Reasons and Purposes for Incorporating Social Responsibility in the Formation of People and Organizations in Latin America. Rev. latinoam. educ. inclusiva, 11(2), 51-72. DOI: https://doi.org/10.4067/S0718-73782017000200005

Ovalles, L., Moreno, Z., Olivares, M. y Guerra, H. (2018). Entrepreneurship skills and capabilities: a bibliometric study. Revista Venezolana de Gerencia, 23 (81), 217-234.

Rengifo, G. (2005). Modernización educativa y los retos de la mediación cultural en los Andes del Perú. En una escuela amable con el saber local. Lima: PRATEC. 2005.

Said, E., Valencia, J., Turbay, M. y Benitez, M. (2010). Educational quality, from the point of view of the actors linked to the educational sector in Barranquilla. Revista Latinoamericana de Estudios Educativos, 6 (1), 11-132.

Valverde, A. (2010). Teacher training for intercultural education in secondary schools. Cuicuilco, 17(48), 133-147.

Vargas, F., Casanova, F., y Montanaro, L. (2001). Diagnóstico, evaluación y certificación de las competencias. En F. Vargas, F. Casanova, y L. Montanaro, El enfoque de competencia laboral: manual de formación (pp101-114). Montevideo: Cinterfor.

Vezub, L. (2007). Teacher training and professional development in the face of the new challenges of schooling. Profesorado. Revista de Currículum y Formación de Profesorado, 11 (1), 1-23.

Cover Image
Downloads
Published
2022-07-29
Issue
Vol. 2 No. 2 (2022): Edición Mayo - Agosto 2022 ISSN: 2789-4282
Section
Artículos
License

Copyright (c) 2022 Lizangela Aurelia Hinojosa Yzarra, William Herminio Salas Contreras, Adelfa Yzarra Aguilar, Hipólito Vargas Sacha, Demetrio Soto Carbajal

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Agricultural culture among secondary school students in rural Peru. (2022). GnosisWisdom, 2(2), 02-05. https://doi.org/10.54556/gnosiswisdom.v2i2.31

Similar Articles

41-50 of 77

You may also start an advanced similarity search for this article.

Most read articles by the same author(s)