Aportes de la huerta escolar agroecológica al aprendizaje de niñas y niños en escuelas de Montevideo, a través del Programa Huertas en Centros Educativos

Huertas escolares agroecológicas son herramientas que apuntan a generar múltiples aprendizajes. El Programa Huertas en Centros Educativos es una experiencia que desarrollan la Intendencia de Montevideo, la Administración Nacional de Enseñanza Pública y la Universidad de la República, desde el año 2005. Desarrolla huertas en 53 escuelas primarias. Trabajan en él, 32 orientadores de huerta, con 15.000 niños y 500 maestros, vinculando la huerta a las actividades curriculares. El objetivo general es promover un cambio cultural hacia una nueva forma de dignificar a la persona, en relación con la naturaleza. Busca facilitar aprendizajes curiculares, desarrollar hábitos de trabajo y de alimentación saludable, prácticas agroecológicas y que las mismas lleguen a los hogares. El presente trabajo sistematiza información publicada por el PHCE, tomando como eje los aprendizajes que facilita esta herramienta educativa. Se concluye que la huerta escolar agroecológica es una excelente herramienta pedagógica, facilitando el aprendizaje de contenidos curriculares, el desarrollo de valores y actitudes para la integración social y la educación alimentaria.Agroecological school gardens are tools aimed at generating multiple learning. The school gardening program (PHCE) is an experience that has been developing by Montevideo's local government, the National Administration of Public Education and the University of the Republic, since 2005. It develops orchards in 53 elementary schools. 32 orchard counselors work with 15.000 children and 500 teachers, linking the garden to their curricular activities. The overall objective is to promote a cultural change towards a new form of dignity to the person in connection with nature. The program seeks to facilitate learning, develop work and healthy eating habits, ecological practices and that they reach homes. This paper organizes information published by the PHCE, focusing on the teaching that this educational tool can leave. It is concluded that the agroecological school garden is an excellent educational tool, providing curricular content and development of values and attitudes toward social integration and food and nutrition education.Eje A5: Sistemas de conocimientoFacultad de Ciencias Agrarias y Forestale

Aportes de la huerta escolar agroecológica al aprendizaje de niñas y niños en escuelas de Montevideo, a través del Programa Huertas en Centros Educativos

Huertas escolares agroecológicas son herramientas que apuntan a generar múltiples aprendizajes. El Programa Huertas en Centros Educativos es una experiencia que desarrollan la Intendencia de Montevideo, la Administración Nacional de Enseñanza Pública y la Universidad de la República, desde el año 2005. Desarrolla huertas en 53 escuelas primarias. Trabajan en él, 32 orientadores de huerta, con 15.000 niños y 500 maestros, vinculando la huerta a las actividades curriculares. El objetivo general es promover un cambio cultural hacia una nueva forma de dignificar a la persona, en relación con la naturaleza. Busca facilitar aprendizajes curiculares, desarrollar hábitos de trabajo y de alimentación saludable, prácticas agroecológicas y que las mismas lleguen a los hogares. El presente trabajo sistematiza información publicada por el PHCE, tomando como eje los aprendizajes que facilita esta herramienta educativa. Se concluye que la huerta escolar agroecológica es una excelente herramienta pedagógica, facilitando el aprendizaje de contenidos curriculares, el desarrollo de valores y actitudes para la integración social y la educación alimentaria.Agroecological school gardens are tools aimed at generating multiple learning. The school gardening program (PHCE) is an experience that has been developing by Montevideo's local government, the National Administration of Public Education and the University of the Republic, since 2005. It develops orchards in 53 elementary schools. 32 orchard counselors work with 15.000 children and 500 teachers, linking the garden to their curricular activities. The overall objective is to promote a cultural change towards a new form of dignity to the person in connection with nature. The program seeks to facilitate learning, develop work and healthy eating habits, ecological practices and that they reach homes. This paper organizes information published by the PHCE, focusing on the teaching that this educational tool can leave. It is concluded that the agroecological school garden is an excellent educational tool, providing curricular content and development of values and attitudes toward social integration and food and nutrition education.Eje A5: Sistemas de conocimientoFacultad de Ciencias Agrarias y Forestale

ENERGY COST DURING WALKING AND RUNNING A SAME DISTANCE IS ASSOCIATED WITH VERTICAL OSCILLATION ON GRAVITY CENTER.

The purpose of this study was to evaluate which factors are involved in energetic cost of running and walking a same distance (2,000 meters). Eight healthy men were submitted to walking (5.5km/h) and running (11Km/h) tests, when oxygen consumption, for energy expenditure of exercise, was monitored, and images of volunteers were recorded for vertical oscillation of gravity center. Both, total oxygen consumption and estimated energetic cost were significantly higher during the running test (

Muscle thixotropy: more than just cross-bridges?

AbstractAlthough Campbell and Lakie in a Comment to the Editor in this issue of Biophysical Journal suggested that exclusive cross-bridge action is behind muscle thixotropy, recent findings and our preliminary observations suggest that additional mechanisms could also be involved