The Family Gardens in Dzityá, Yucatán: Networks of Knowledge and Social Learning

  • Sosa Alcaraz, Mayanin Tecnologico Nacional de Mexico/Instituto Tecnologico de Merida
  • Solís Jiménez, César Tecnológico Nacional de México /Instituto Tecnológico de Mérida
  • Sarmiento Franco, José Francisco Tecnológico Nacional de México /Instituto Tecnológico de Mérida
  • Monforte Méndez, Gustavo Tecnologico Nacional de Mexico/Instituto Tecnologico de Merida
Keywords: Agroecology, backyard orchards, garden producers, ethno-gardens, learning and knowledge networks, sustainability gardens


The purpose of this document is to present experiences and realities that family gardens live in rural communities from a knowledge network and social learning perspective. Rural communities that are very close to urban areas, are undergoing a social and economic transformation that impacts on the form of organization, cultural identity and mainly in their economic activities. In this case, agroecology can be a revalued activity by the families of Dzityá as an opportunity to improve their quality of life, in social, environmental and economic terms. Seven interviews and fifteen surveys were applied to the actors involved in the backyard garden system, including municipal authorities and producers. The results show that there is very little exchange of knowledge and collaborative learning between the different actors. In fact, there is a need to implement and strengthen a model of social learning that supports the integration and trust of the families who dedicate themselves to the gardens. However, they begin to manifest the first steps and actions to achieve the formation of a knowledge network.


Download data is not yet available.


Barkin, D. (1998). Riqueza, pobreza y desarrollo sustentable. Editorial Jus y Centro de Ecología y Desarrollo, México. Recuperado de
Carayannis, E., Barth, T., Campbell, D. (2012). The Quintuple Helix innovation model: global warming as a
challenge and driver for innovation. Journal of Innovation and Entrepreneurship, 1 (2),
Casas, R., Dettmer, J., Celis, L., & Hernández, C. (2007). Redes y flujos de conocimiento en la acuacultura mexicana. Redes, 13(26), 111–144.
Ceballos, F. (2014). Productores Orgánicos, Desarrollo Sustentable y Redes de Conocimiento en Yucatán. (Tesis Maestría inédita). Instituto Tecnológico de Mérida, México.
Corona, J. M. & Aboites, J. (2011). "Introducción", en Aboites, J. y Corona, J.M. (Coords.) Economía de la innovación y desarrollo. Universidad Autónoma Metropolitana, U-X - Siglo XXI Editores. México.
Colín, Hernández & Monroy. (2012). El manejo tradicional y agroecológico en un huerto familiar de México: como ejemplo de sostenibilidad. Etnobiología, 10 (2),
Cunalo, J. (2008). “Uso múltiple y biodiversidad entre los Mayas yucatecos (México)”, en: Interciencia, mayo 2008, Vol. 33 No. 5, pp.345-352.
Diduck, A., Sinclair, J., Hostetler, G., Fitzpatrick, P. (2012) Transformative learning theory, public involvement, and natural resource and environmental management, Journal of Environmental Planning and Management, DOI:10.1080/09640568.2011.645718
Eyzaguirre P, Linares, O. (2004). Introduction. In: Eyzaguirre P, Linares O (eds) Home gardens and agro-
biodiversity. Smithsonian Books, Washington, pp 1–2. Home Gardens: Neglected Hotspots of Agro-Biodiversity and Cultural Diversity. Available from: [accessed Nov 22 2018].
FAO, FIDA y PMA. (2015). El estado de la inseguridad alimentaria en el mundo 2015. Cumplimiento de los
objetivos internacionales para 2015 en relación con el hambre: balance de los desiguales progresos. Roma, FAO.
Gliessman, S. (2007). Agroecology: the ecology of sustainable food systems. Boca Raton, Florida, USA, CRC Press
Lerner, T., Maríaca, R., Salvatierra, B., González Jácome, A., & Whal, E. (2009). Aporte de alimentos del huerto familiar a la economía campesina Chól, Suclumpá, Chiapas, México, 30–44.
Mariaca, R., González Jácome, A., & Lerner, T. (2012). El huerto familiar en el Sureste de México, I, 111–130.
Mezirow, J. (2000). Learning to think like an adult: Core concepts of transformation theory.
In: Learning as transformation: Critical perspectives on a theory in progress. Ed. Mezirow. San Francisco: Jossey-Bass
Milbrath, L. (1989). Envisioning a Sustainable Society: Learning Our Way Out. Albany: SUNY Press.
Rendón, R. M., Altamirano, J. R. C., & Muñoz, M. R. (2009). Etapas del mapero de redes territoriales de innovación.
Rojas, R. (2013). Guia Para Realizar Investigaciones Sociales. Saudi Med J, 33, 3–8.
Secretaría de Desarrollo Social (Sedesol). (2013). Guía de Programas Sociales. Available in
Sinclair, J., Collins, S., & Spaling, H. (2011). The role of participant learning in community conservation in the Arabuko-Sokoke Forest, Kenya. Conservation and Society 9(1): 42-53, 10.4103/0972-4923.79187
Stagl, S. (2007) Theoretical foundations of learning processes for sustainable development, International Journal of Sustainable Development & World Ecology, 14:1, 52-62.
How to Cite
Mayanin, S. A., César, S. J., Francisco, S. F. J., & Gustavo, M. M. (2018, December 15). The Family Gardens in Dzityá, Yucatán: Networks of Knowledge and Social Learning. Journal of Advance Research in Social Science and Humanities (ISSN: 2208-2387), 4(11), 28-38. Retrieved from