Agroecology has proven to be successful in responding to the demands and needs of a collective due to the relevance for its approach and proposals, that 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 to address 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.
|Number of pages||15|
|Publication status||Accepted/In press - 17 Jun 2022|
Bibliographical noteThis 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.
FunderFunding: 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