Examinando por Materia "CRECIMIENTO SOSTENIBLE - TÁMESIS (ANTIOQUIA, COLOMBIA)"

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    Educación para la regeneración en América Latina y sus aportes para la medición de transiciones regenerativas en el Instituto Técnico Agropecuario de Támesis, Antioquia
    (Universidad EAFIT, 2025) Arteaga Peña, Juan Pablo; Cortés Romero, Paula Stefanny; Gutiérrez Rúa, Juliana
    This research project is being conducted at the Instituto Técnico Agropecuario (ITA) in Támesis, Antioquia, using a qualitative methodology with a participatory action approach. Documentary analysis, semi-structured interviews, and participatory workshops were utilized to design a conceptual framework aimed at better understanding regenerative practices applied globally in recent years. This framework is organized into four main categories: Philosophical and Cultural Principles; Collaboration and Action Processes; Systemic and Transformative Dynamics; and Governance and Leadership. These categories are grounded in the contributions of authors such as Gibbons, Müller, and Biederman, among others. ITA was chosen for its established trajectory in regenerative-focused projects, including the local pollinator group, the practice of minimum tillage, and the production of organic coffee. These initiatives demonstrate a significant commitment to regeneration, even though they are not always explicitly framed within a formal theoretical framework. Based on these practices, a checklist was developed that, in addition to being applicable to this institution, can be adapted to others, considering their specific characteristics and contexts. As a result, a participatory checklist was created to serve as a tool for evaluating the degree of regeneration in educational institutions. This tool was applied at ITA and made it possible to identify both strengths and opportunities for improvement in its regenerative practices. The proposed model has the potential to be adapted in other educational institutions, as it is grounded in universal principles of regeneration, while allowing for contextualization according to the socioterritorial realities of each community.