Responding to the Popular Demand: Itinerary for the Socio-Political Learning of Situated Agroecologies in Chile

Santiago Peredo Parada, Claudia Barrera Salas, Sara Burbi

Research output: Contribution to journalArticlepeer-review

2 Citations (Scopus)
44 Downloads (Pure)


Agroecology has proven to be successful in responding to the demands and needs of a collective due to the relevance of its approach and proposals, which are built collaboratively between all the actors under a specific context that focuses on the actions developed. This is facilitated when spaces of horizontal interaction are generated through dialogues between different perspectives and experiences. In this perspective, agroecological training in higher education, i.e., university level, requires structural changes that go beyond the incorporation of technical content. Based on a critical documentary analysis of the records generated in the implementation of teaching innovation projects, the learning itinerary in agroecology is presented, consisting of four certifications based on transformational learning and supported by active methodologies. The potentialities, including marketing potential, of the proposed learning itinerary relate to curricular design, the articulation of the itinerary, the suitability of the learning methodologies used, the performance of the teachers, and the participation of the students. It is concluded that the implementation of flexible itineraries allows for addressing the transformation processes necessary for an agroecological transition in which we see a convergence of students’ skills, the learning objectives, and the requirements of the various actors with which they interact.

Original languageEnglish
Article number7969
Number of pages15
JournalSustainability (Switzerland)
Issue number13
Early online date30 Jun 2022
Publication statusPublished - 1 Jul 2022

Bibliographical note

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


Funding: This research was funded by the University of Santiago, Chile: Project USA 155.


  • agroecological education
  • transformative learning
  • active learning
  • situated agroecology

ASJC Scopus subject areas

  • Geography, Planning and Development
  • Environmental Science (miscellaneous)
  • Management, Monitoring, Policy and Law


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