Teaching Botany in the STS interpretation of local agrarian traditions
DOI:
https://doi.org/10.62697/rmiie.v4i3.237Keywords:
Science, technology, society, agrarian traditions, sustainability, food production, BotanyAbstract
The paper argues for the need to reorient the teaching of botany at the University of Cienfuegos from an integrative perspective that combines the Science-Technology-Society (STS) approach with local agrarian traditions, in order to strengthen food sovereignty and agricultural sustainability in the region. Currently, the teaching of botany in programs such as Biology Education and Agronomy is limited to taxonomic and physiological aspects, without addressing its practical application in food production or its relationship with local knowledge. Through a review methodology based on a guide text and 25 other academic sources selected from Google Scholar based on criteria of relevance, timeliness, and methodological diversity, a reconceptualization of botany was proposed that transcends its descriptive approach to incorporate historical, sociocultural, and technological dimensions. This entails the interaction between traditional knowledge and scientific innovations, as well as projects that connect students with local producers. The university emerges as a key player in this transformation, not only as a trainer of professionals, but also as a bridge between academic knowledge and the needs of the agricultural sector. Integrating the STS approach into Botany would help address challenges such as climate change, soil degradation, and dependence on external inputs, contributing to more equitable and sustainable agricultural development. This proposal not only enriches academic training but also strengthens the cultural identity and productive resilience of communities, aligning with the Sustainable Development Goals.
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Copyright (c) 2025 José Alejandro Couto-González, Roxana Pérez-Montes de Oca, Michel Quevedo-Cepero
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