Agroecology and the multi-referentiality of the curriculum

Abstract

The teaching of agroecology questions its references and its positioning between science, practice, and politics. Structuring knowledge must be grounded in the epistemologies of politically situated knowledge, i.e. knowledge that is processed with the intentionality of social subjects in the concrete transformation of reality. In this sense, it is important to demand multi-referentiality, problematisation, and recognition of relations of power and injustice. We propose to reflect on the objectives of intentionally weak or solid education, through a model of agroecological political education. The discussion focuses on the curricular possibilities of a transformative education that embraces, among other things, the complexity of the issues at stake, the interdependence of systems, interdisciplinarity, and social justice.