State of the Art: Vegetable Gardens, Food Security, Technology, and Dialogue of Knowledge as a Proposal for Micro-Curricular Transformation from the Epistemologies of the South

Abstract

Background: The integration of vertical home gardens in educational settings has gained attention as a strategy for food security and environmental education. This study explores the state of the art on vegetable gardens, food security, technology, and the dialogue of knowledge as a means for micro-curricular transformation from the epistemologies of the South.
Methods: A systematic bibliographic review was conducted following the methodology proposed by Mora (2018). Scientific databases such as Scopus, Elsevier, Eric, Google Scholar, and Science Direct were used to identify relevant literature. The selected documents were analyzed using Atlas.ti software to extract emerging categories and establish relationships between concepts.
Results: Key themes identified include food security, environmental education, micro-curriculum development, and the role of blended learning in sustainable pedagogical practices. The findings highlight the relevance of urban gardening in fostering ecological awareness, food sovereignty, and socio-community interactions. However, gaps remain in integrating vegetable gardens into school curricula and in designing participatory micro-curricular approaches for environmental literacy.
Conclusions: The study underscores the potential of vegetable gardens as pedagogical tools to bridge traditional and scientific knowledge. Future research should focus on curricular adaptation, digital integration in environmental education, and the role of home gardens in promoting degrowth and food sovereignty in educational settings.