Teaching of Agroecology

A Knowledge Process for Ecological Crops

Abstract

Teaching Agroecology, rather than exercising a militancy, makes it possible to create competences for an agricultural activity on a conservationist basis that points to the good life. Thus, the purpose of this study is to examine educational foundations and principles emerging from systemic thinking that place primacy on the subjects' involvement and the expansion of their intellectual capacities through reflection and inflection on the themes of ecological agriculture and food production in agroecosystems free from poisons and in tune with the self-constituted models in nature. The methodologies used in the course of this study were bibliographic reviews, participant observation and experimentation of teaching strategies that value the appropriation of knowledge through research, case studies and problem solving. The results show that it is possible to move forward with the principles of teaching based on didactic mediation, whose effectiveness does not have the ephemerality characteristics of other teaching strategies. On the contrary, it generates situations of pleasant learning, free participation and engaged of the subjects of educational actions.