Theoretical contributions to a transformative agroecological education

Abstract

Learning the agroecological practices does not begin with a change of techniques but with a
change of mentality. In designing an agroecological transition process, it is necessary to seek
a pedagogy that works at deeper levels of knowledge - such as beliefs and values - to work
on more immediate and external levels that will result in the way agroecosystems are planted
and managed. To assist in this pedagogical construction this work makes a bibliographical
review of the concept of transformative education that can be understood as an education that
involves a structural change in the basic premises of thoughts, feelings and actions. Because
this approach works beyond the mental dimension, the learning in this process is of a transformative
and lasting nature and serves as a theoretical and methodological framework capable
of helping and amplifying the scope of educational practices for the agroecological transition.